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UNIVERSITY  OF  CALIFORNIA. 
Received       IAN     4    1893     .  189 

Accessions  No.  i-\Q'6 Sir.  Class  No. 


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Education  by  Doing 


OCCUPATIONS  AND  BUST  WORK,  FOR 
PRIMARY  CLASSES 


By  anna   JOHNSON 

-  f 

TeacJier  in  tlie  Children's  Aid  Society  Sclwols,  New  York  City 


WITH  A  PRErATORY  NOTE  BY  EDWARD  R.  SHAW.  PRINCIPAL  OF 
THE  YONKERS  (N.   Y.)  HIGH  SCHOOL 


"  It  is  not  the  intention  of  sportive  instruction  that  the  child 
should  be  spared  effort,  or  delivered  from  it ;  but  that  thereby  a 
passion  should  be  wakened  in  him,  which  shall  both  necessitate 
and  facilitate  the  strongest  exertion.''''— Jkxs  Paul 


NEW   YORK 

E.    L.    KELLOGG    &    CO, 

1891. 

^  OP  thk"^ 

'ubtivbrsitt] 


Copyright,  1884,  by 
E.  L.  KELLOGG  &,  CO..  Nbw  York. 


Iprefator?* 


In  observing  the  results  achieved  by  the  Kinder- 
garten, educators  have  felt  that  Froebel's  great 
discovery  of  education  by  occupations  must  have 
something  for  the  pubUc  school — that  a  further  ap- 
phcation  of  ''the  putting  of  experience  and  action  in 
the  place  of  books  and  abstract  thinking,"  could  be 
made  beyond  the  fifth  or  sixth  year  of  the  child's 
life.  This  book  is  an  outgrowth  of  this  idea,  con- 
ceived in  the  spirit  of  the  New  Education. 

It  will  be  widely  welcomed,  we  believe,  as  it  gives 
concrete  methods  of  work — ^the  very  aids  primary 
teachers  are  in  search  of.  There  has  been  a  wide 
discussion  of  the  subject  of  education,  and  there  ex- 
ists no  little  confusion  in  the  mind  of  many  a  teacher 
as  to  how  he  should  improve  upon  methods  that  have 
been  condemned.  There  is  a  general  desire  and  de- 
mand for  better  methods.  The  principles  enunciated 
by  Spencer  "that  science  is  evolved  out  of  its  cor- 
responding art,"  and  "that  the  abstract  is  to  be 
reached  by  way  of  the  concrete,"  are  as  true  m  their 
3 


4  EDUCATION  BY  DOING. 

r.pplications  with  reference  to  teachers  as  to  pupils. 
And  therefore,  whoever  gives  concrete  methods, 
based  upon  right  principles,  is  doing  the  most  to  aid 
the  great  body  of  teachers,  and  is  laying  the  surest 
foundation  for  a  recognition  of  the  principles  of  the 
science  of  education. 

It  is  not  to  be  supposed  that  all  primary  schools 
can  use  the  entire  range  of  occupations  here  given 
and  suggested.  Each  can,  however,  find  a  great  deal 
to  weave  into  its  plan  of  work,  to  give  variety,  in- 
terest, and  spii'it,  and  to  counteract  that  tendency 
toward  dull  drill— the  pitf  aU  of  so  many  schools. 

Many  of  the  exercises  will,  perhaps,  have  to  be 
divided,  as  children  should  be  carried  no  faster  than 
they  can  f uUy  comprehend ;  being  careful  always  to 
remember  the  gi*eat  principle  that  the  object  of  con- 
crete work  is  to  aid  the  chQd  in  abstracting,  and  that 
only  after  many  repetitions  is  he  able  to  do  this. 
When  he  has  abstracted,  he  is  at  that  moment  ready 
to  pass  to  new  work.  The  years  stated  at  the  head 
of  most  of  the  chapters,  have  in  view  the  average 
school.  No  doubt  many  schools  wiU  find  that  much 
can  be  used  earher,  while  others  wiU  use  the  same 
matter  later,  according  to  the  grading  of  their  work. 

"Busy-work "  has  now  become  a  necessity  in  all 
primary  teaching.  Teachers  who  have  not  had  op- 
portunity to  visit  those  schools  whence  busy-work 
took  its  form  and  name,  nor  to  attend  the  few  nor- 
mal schools  that  make  it  an  adjunct  of  their  methods 
in  primary  work,  will  find  the  chapters  devoted  to 


PRE]^ATOR^. 


^ 


that  subject  especially  valuable ;  and  not  only  so  in 
direction  but  also  in  suggestivencss. 

Throughout  the  entire  book  the  evident  skill  of 
the  author  as  a  teacher  clearly  manifests  itself,  and 
the  spirit  and  enthusiasm  wliich  prompted  these 
pages  cannot  fail  to  be  imparted  thereby  to  others. 

Edward  E.  Shaw. 
Yonkers,  N.  Y. 


y>^    OP  THK     ^ 


Content0* 


Page 

Introduction, ,       .  .     9 

ARITHMETIC. 

Exercises  with  Blocks  to  teach  Number,    .        .  .13 

Exercises  with  Beans  to  teach  Number,     ,        .  .15 

Exercises  with  Cards  to  teach  Eoman  Number,  .     17 

Exercises  with  Sticks  to  teach  Roman  Number,  .    19 

Exercises  with  Pins  to  teach  Number,       .        ,  .19 

Exercises  with  Shoe  Pegs  to  teach  Number,      .  .    20 

Exercises  with  Flags  to  teach  Number,     .        .  .24 

Exercises  with  Sticks  to  teach  Numeration,      .  .    25 

Exercises  with  Toy  Money  to  teach  Subtraction,  .    28 

Exercises  with  Toy  Money  to  teach  Division,   .  .     29 
Exercises  with  Toy  Money  to  teach  the  Value 

of  Real  Money, 31 

Exercises  with  Cards  to  teach  Mental  Arithmetic,  .     33 


CONTENTS,  7 

"WEIGHTS  AND  MEASURES.  Pagb 

Exercises  with  ClcM3k  Dials, 40 

Exercises  with  Rules  to  teach  Long  Measure,  .  .  42 
Exercises  with  Weights  to  teach  Avoirdupois 

Weight, 45 

Exercises  with  Measures  to  teach  Liquid  Measure,  .  46 

FORM  AND  GEOGRAPHY. 

Exercises  with  Blocks  to  teach  Position,  .  ,  .48 
Exercises  with  Shoe  Pegs  to  teach  Form,  ...  50 
Exercises  with  Pins  to  teach  Form,  .  .  .  .51 
Exercises  with  Sticks  to  teach  Position  of  Lines,  .  53 
Exercises  with  Sticks  to  teach  Angles,  .  .  .54 
Exercises  with  Wire  to  teach  Curved  Lines,  .  .  53 
Exercises  with  Objects  to  teach  Surfaces,  .  .  57 
Exercises  with  Clay  to  teach  Form,  .  .  .  .59 
Exercises  with  Sticks  to  teach  Plane  Figures,  .  60 
Exercises  with  Paper  to  teach  Form,  ...  63 
Exercises  with  Shoe  Pegs  in  teaching  Form  and 

Number, 63 

Exercises  with  Blocks  in  teaching  Solid  Figures,  .  64 
Exercises  vnih.  the  Moulding-board  to  teach 

Geography, 66 

Exercises  with  Flags  in  teaching  Geography,   .        ,    74 

COLOR  AND  FORM. 

Exercises  with  Gelatine  Papers  to  teach  Color,  .    76 

Exercises  with  Worsted  to  teach  Color,     .        .  .79 

Exercises  with  Flags  to  teach  Color,  ,        .  .79 

Exercises  with  Shoe  Pegs  to  teach  Color,  .        .  .81 

Exercises  with  Flags  to  teach  Form  and  Color,  .    81 

LANGUAGE. 

Exercises  with  Pictures  to  teach  Language,  .  .  82 
Exercises  with  Cards  to  teach  Language, .        .        ,83 


8  EDUCATION  BY  DOINCf. 

BUSY  WORK.  PAQBi 

Busy-work  to  aid  in  Reading,  Writing  and 

Spelling, 84 

Busy-work  in  Language  to  teach  Correct  Use 

of  Verb, 84 

Busy -work  in  Language  to  teach  Correct  Use 

of  Article, 86 

Busy-work,  Omitted  Words,       .        .        .        ,        .87 

Busy-work,  Opposites, 88 

Busy-work,  ComparisoDS, 90 

Busy-work,  Definitions, 91 

Busy-work,  Preferences, 92 

Busy-work  in  Drawing, 93 

Busy-work  in  Drawing  and  Coloring,        ,        .        .  94 

Busy-work,  Questions, 95 

MISCELLANEOUS. 

Occupations — Exercises  with  Card-board,  Paper,  etc. ,   95 

Slat-Weaving, 98 

Exercises  with  Scrap-Books, 98 

Exercises  in  Sewing, 99 

Exercises  with  Paper  in  Making  Flowers,        .        .  1 00 

SLATE  WORK. 

Slate  Work, 101 

Slate  Work,  Miscellaneous, 103 

Exercises  with  Objects  to  teach  the  Kingdoms,       .  104 
Exercises  with  Objects  to  teach  the  terms,  Nat- 
ural and  Manufactured,      ....  106 
Exercises  with  Occupation  Cards  to  Teach  Lan- 
guage and  Number,     .        .        .        .        .  107 


Ilntrobuctton, 


It  is  the  purpose  of  this  little  book  to  show  some 
of  the  many  ways,  and  suggest  others,  in  which 
young  children  may  be  kept  pleasantly  and  profit- 
ably employed  in  schools  and  famihes. 

How  to  keep  httle  ones  happy,  busy  and  orderly, 
has  been  a  problem  hard  to  solve.  Happy,  because 
childhood  should  be  the  embodiment  of  happiness ; 
busy,  because  httle  fingers  and  bodies  were  made  to 
be  busy ;  and  orderly,  because  order  is  essential  to 
progi-ess. 

It  is  the  part  of  wisdom  to  direct,  not  to  suppress, 
the  activities  of  nature.  Children,  if  well  and  strong, 
are  full  of  animal  life.  How  shaU  we  use  this  life  to 
advance  education  ?  When  left  to  themselves  they 
are  continually  seeking  occupation ;  their  vivid  im- 
aginations give  hfe  to  everything. 

People  have  come  to  acknowledge  that  the  meth- 
ods nature  adopts  must  be  the  best.  A  Being  of  In- 
finite wisdom  and  love  cannot  err  in  His  plans. 


10  EDUCATION  BY  DOING, 

The  Kindergarten  acknowledges  this  principle, 
and  very  beautifully  provides  for  it.  It  is  an  elabo- 
rate system,  requires  special  training,  is  expensive, 
and  demands  an  increased  force  of  teachers ;  and  is 
therefore  impracticable  in  ungraded  schools,  or  in 
large  classes.  But  cannot  an  approximation  to  the 
Kindergarten  be  attained  in  our  schools  ? 

Children  must  be  taught,  not  only  to  see,  but  to 
use  all  their  senses ;  to  briug  in  a  store  of  knowledge 
through  all  the  outer  channels.  They  need  to  make, 
select,  and  combine  for  and  by  themselves,  really  to 
learn  and  retain  the  knowledge  gained. 

Constant  repetition  is  also  necessary  in  primary 
teaching,  but  this  often  leads  to  monotony.  In  order 
to  keep  up  the  interest  and  have  the  old  story  fresh 
and  attractive,  it  is  necessary  to  change  its  clothing 
often. 

For  these  reasons,  it  is  not  only  expedient  to  in- 
troduce as  great  a  variety  of  objects  in  primary 
teaching  as  possible,  but  also  to  use  as  great  a  vari- 
ety as  possible  in  teaching  one  truth.  Sticks,  blocks, 
beans,  papers,  wires,  shoe-pegs,  pictures,  sand,  and 
many  other  inexpensive  objects  are  easily  obtained 
in  large  quantities,  and  may  be  put  to  good  use  in 
teaching  by  using  them  in  a  systematic,  instructive 
and  orderly  way. 

It  is  an  acknowledged  fact  that  children  who  en- 
ter business  young,  become  very  expert  in  whatever 
department  they  are  placed.  They  are  sharp,  quick, 
and  know  much  more^ractically  than  those  who 


iNmODUCTION,  11 

have  attended  school  much  longer  and  are  better 
versed  in  book  knowledge.  Why  is  this  ?  Is  it  not 
because  they  acquire  immediately,  practical,  instead 
of  theoretica^l  knowledge  ? 

Our  schools,  therefore,  will  fit  the  children  for 
their  future  life,  in  the  degree  that  they  become 
practical. 

Let  the  children  handle,  do,  think,  and  find  out 
for  themselves  in  every  conceivable  way,  for  that  is 
the  way  their  knowledge  in  infancy  is  gained,  so  let 
it  continue  on  the  same  plain  as  far  as  possible. 

The  following  lessons  show  how  all  the  children 
may  be  employed  at  the  same  time,  both  under  the 
direction  of  the  teacher,  and  by  themselves. 

It  is  hoped  they  may  meet  with  favor  and  be  of 
service  in  primary  work. 


Education  by  Doing. 


EXERCISES  WITH  BLOCKS  TO  TEACH  NUMBER. 

rOB  CHILDBEN   LN  FIBST  Y£AB  AT   BCHOOL. 

Give  each  child  a  bag  of  small  blocks.  TeU  each 
one  to  take  out  one  block  and  place  it  on  the  desk. 
Ask  different  ones  to  tell  what  they  have  done. 
Have  them  point  out  one  of  several  objects,  naming 
the  object  each  time.  The  teacher  may  then  place 
the  figure  1  upon  the  board  and  tell  them  that  is 
caUed  one. 

TeU  them  to  take  out  one  more  block  and  place 
beside  the  other.  Ask  how  many  blocks  they  have 
now.  Ask  what  make  two.  Have  them  repeat, 
"  One  block  and  one  block  make  two  blocks."  Have 
them  hold  up  one  finger  on  each  hand,  then  place 
them  together  and  repeat,  "One  finger  and  one 
finger  make  two  fingers."  Have  them  find  two  of  a 
variety  of  things.  Have  them  go  to  the  board  and 
make  two  marks,  two  crosses,  two  dots;  let  them 

13 


14  EDUCATION  BY  DOING. 

clap,  shake  hands,  shake  or  nod  the  head  two  times. 
Then  place  the  figure  2  on  the  board  and  tell  them 
its  meaning. 

Proceed  with  the  other  numbers  in  a  similar  man- 
ner. The  greatest  variety  is  essential  in  order  to 
keep  up  the  interest  and  to  be  sure  the  children  are 
thorough. 

Have  them  coimt  forward  and  backward  together 
and  separately. 

Have  them  place  a  certain  niunber  of  blocks  and 
then  take  away  one  and  state  how  many  are  left,  and 
how  they  obtained  it.  In  this  way  let  subtraction 
go  hand  in  hand  with  addition. 

To  test  them  as  to  the  value  of  figures,  the  teach- 
er may  make  a  figure  on  the  board,  and  call  upon 
some  one  to  make  as  many  marks  as  that  figure 
means,  another  to  make  as  many  dots,  another  to 
hold  up  as  many  fingers.  Let  the  class  decide  who 
are  right. 

The  teacher  may  teU  a  simple  story  in  which  small 
numbers  are  to  be  continually  added  and  subtracted ; 
letting  the  children  give  the  results  each  time  ;  as, 
"  Johnny  had  one  penny  in  one  pocket  and  one  in 
another, — ^his  uncle  came  to  see  him  and  gave  him 
one  more, — ^he  went  to  the  store  and  spent  one, — on 
his  way  home  he  lost  one, — ^he  earned  two  by  doing 
an  errand, — etc." 

At  each  pause  let  the  children  raise  their  hands. 
Call  upon  different  ones  each  time  for  the  answer. 


EXERCISES  WITH  BEANS.  16 

As  soon  as  possible  have  the  children  relate  the 
stories,  the  class  answering  as  before. 


EXERCISES  WITH  BEANS  TO  TEACH  NUMBER. 

FOB  CHIIiDBEN  IN  riRST   TEAR. 

Give  the  children  bags  of  beans.  Ask  them  to 
place  one  bean  on  the  desk.  How  many  beans  must 
you  place  with  it  to  make  two  ?  Have  them  recite, 
"  One  and  one  make  two."  Ask  what  may  be  writ- 
ten on  the  board.     The  teacher  may  write  1  +  1  =  2. 

The  signs  used  should  be  previously  explained,  so 
the  children  will  be  perfectly  familiar  with  them. 

Who  can  give  an  example  using  these  numbers  ? 

Make  it  four  beans.  How  did  you  do  it  ?  What 
must  be  written  on  the  board  ?  Who  can  give  an 
example  ? 

Eecite,  "Two  and  two  make  four." 

Make  it  three.  What  did  you  do  ?  What  must 
be  written  on  the  board  ?  What  sign  must  be  used 
now?  Why?  Give  an  example.  Eecite, — "One 
from  four  leaves  three. " 

Make  it  six.  How  did  you  do  it  ?  What  must  be 
written  on  the  board  ?  Give  an  example.  Recite, — 
"  Three  and  three  make  six." 

Make  it  four.  What  did  you  do  ?  What  must 
be  written  on  the  board  ?  Who  has  an  example 
ready  ?    Recite, — "  Two  from  six  leaves  four." 

Make  it  eight.     What  did  you  do  ?    Who  can  teU 


16  EDUCATION  BY  DOING. 

wliat  to  write  on  the  board  ?  Who  can  give  an  ex- 
ample ?    Eecite, — ' '  Four  and  four  make  eight. " 

Make  it  five.  How  did  you  do  it  ?  What  must  be 
written  on  the  board  ?  Who  has  an  example  ?  Ee- 
cite,— "  Three  from  eight  leaves  five." 

Make  it  ten.  What  did  you  do  ?  What  must  be 
written  on  the  board  ?  Who  has  an  example.  Re- 
cite,— "  Five  and  five  make  ten." 

In  giving  examples,  if  the  children  name  the  same 
articles  or  objects  too  often,  the  teacher  may  ask, 
who  can  think  of  something  else  ?  The  teacher  may 
also  suggest  objects,  or  name  them,  letting  the  chil- 
dren supply  the  numbers  and  answers. 

The  board  work  will  be  thus  : 

1  +  1  =  2. 

2  +  2=4. 
4  —  1=3. 

3  +  3  =  6. 
6-^2  =  4. 

4  +  4  =  8. 
8  —  3  =  5. 

5  +  5  =  10. 

For  seat-work  the  teacher  may  erase  the  signs,  and 
let  the  children  copy  upon  slates  and  supply  them  ; 
then  the  answers  may  be  erased  and  the  children  re- 
quired to  supply  them;  then  each  coluron  of  num- 
bers separately. 


EXERCISES  WITH  CARDS.  17 


EXERCISES  WITH  CARDS  TO   TEACH  ROMAN 
NUMBERS 

FOR  CHUiDBBN  IN  FIRST  YEAB. 

Small  boxes  containing  both  Roman  and  Arabic 
nmnbers  may  be  distributed  to  the  children. 

The  nmnbers  may  be  painted  on  the  cards,  or 
printed  numbers  pasted  on. 

The  teacher  may  make  I.  on  the  board,  and  have 
the  children  select  one  like  it  from  their  boxes.  If 
they  do  not  know  its  name  and  value,  teU  them,  and 
have  them  find  the  figure  1  and  place  beside  it. 
Then  have  them  repeat  together  and  separately  "I, 
one." 

Then  print  II.  on  the  board,  and  have  the  chil- 
dren find  that  in  their  boxes ;  ask  how  many  letters 
were  made,  have  them  find  the  figure  2,  and  re- 
peat "  II. ,  two. "  Proceed  with  III.  in  the  same  way. 
Ask  them  to  select  one,  two  and  three  articles,  and 
show  the  Roman  and  Arabic  numbers.  Give  the 
term  Roman  numbers  ;  the  Arabic  may  simply  be 
called  figures,  so  as  not  to  confuse  the  children  with 
hard  names.  Ask  them  if  they  have  ever  seen 
Roman  numbers  used,  and  where.  If  they  do  not 
know,  have  them  find  out  if  possible  ;  if  not  show 
them. 

Then  make  V.  on  the  board,  teU  them  what  it 
means,  have  them  select  it,  also  the  figure  5. 
Pl9<?e  I,  before  the  V. ,  and  tell  them  it  ^hows  ojiq 


18  EDUCATION  BY  DOING. 

has  been  taken  from  the  five ;  ask  them  how  many 
are  left.  If  they  cannot  tell,  have  them  find  out  by 
objects  or  marks;  then  they  may  select  the  Eoman 
nmnber  and  figure  four. 

Place  VI.  on  the  board,  point  to  lY.  and  ask  on 
which  side  of  the  V.  the  I.  is,  and  what  it  means  ; 
then  point  to  VI.  and  ask  on  which  side  of  the  V. 
that  I.  is ;  teU  them  it  means  that  you  have  added 
one  to  the  five. 

Ask  how  many  it  makes,  and  have  them  select 
as  before,  and  so  continue  with  the  others. 

Keview  those  learned  thoroughly  before  taking 
up  a  new  number.  For  the  smaller  numbers  always 
have  the  objects  counted  out,  so  they  will  compre- 
hend what  the  the  numbers  mean.  For  review  caU 
for  different  numbers,  and  have  the  children  hold 
them  up,  or  place  them  on  their  desks ;  or  have  them 
find  any  number  they  choose,  and  when  called  upon, 
state  what  they  have. 

When  the  teacher  is  engaged  with  another  class 
or  grade,  the  children  can  busy  themselves  by  ar- 
ranging the  Roman  and  Arabic  nmnbers  in  order, 
as,  one,  two,  three,  etc. ;  by  placing  the  correspond- 
ing ones  together;  and  by  copying  them  on  their 
slates. 


EXERCISES  WITH  STICKS,  19 


EXERCISES  WITH  STICKS  TO  TEACH  ROMAN 
NUMBERS. 

FOB  CHIIiDBEN  IN  FIRST  YEAR. 

The  children  may  be  furnished  with  two  sizes  of 
sticks,  one  the  size  of  matches,  and  the  other  about 
one-fomi;h  of  that  size. 

The  teacher  may  dictate  the  numbers  to  be  made, 
all  working  together,  or  certain  numbers  may  be 
placed  on  the  board  for  them  to  represent  with  their 
sticks.  When  they  understand  the  Roman  nmn- 
bers,  the  Arabic  may  be  written  on  the  board  in- 
stead of  the  Roman. 

After  making  the  Roman  numbers  with  the  sticks, 
they  may  copy  them  on  the  slates,  and  write  the 
Arabic  numbers  by  their  side,  thus  fiUTiishing  seat- 
work  while  the  teacher  gives  attention  to  another 
class. 


EXERCISES  WITH  PINS  TO  TEACH  NUMBER. 

FOR  FIRST  TSAR 

A  copy  may  be  placed  on  the  board,  using  dots  to 
represent  the  pin  heads.  They  may  be  arranged  in 
various  positions.  Have  the  children  coimt  the  dots, 
and  be  careful  to  place  the  exact  number  in  each  po- 
sition on  their  cushions. 

The  pins  may  also  be  used  in  doing  Kttle  exam- 
ples in  the  four  rules. 


20  EDUCATION  BY  DOING. 


EXERCISES  WITH  SHOE  PEGS  TO  TEACH 
NUMBER, 

FOR  FIBST  TEAR  AND  EXTENDING  INTO  SECOND   TEAR. 

Shoe  pegs  are  the  most  convenient  objects  to  be 
used  in  number  lessons.  They  may  be  bought  by  the 
quart  at  the  shoemaker's  for  a  few  cents,  and  may 
be  kept  in  httle  bags  hiuig  by  the  seats,  to  be  used  as 
often  as  necessary. 

Boards  one-half  inch  in  thickness  and  six  and 
one-half  inches  square  may  be  ruled  with  vertical 
and  horizontal  hues  one-half  an  inch  apart.  Holes 
may  be  bored  where  the  lines  intersect,  large  enough 
to  hold  shoe  pegs. 

The  children  may  fill  one  row  with  pegs  and  count 
them ;  then  two  rows,  and  so  on,  as  they  are  able  to 
coimt.  They  may  arrange  them  in  columns  of  twos, 
all  over  the  board,  leaving  a  vacant  row  between, 
and  learn  to  count  them  rapidly;  then  in  threes, 
foiu«,  etc.  They  may  begin  with  one  peg  and  ar- 
range all  the  rest  in  twos,  which  will  give  the  odd 
numbers;  then  leaving  the  one  at  the  top,  arrange 
in  threes;  then  two  at  the  top,  leaving  the  threes  as 
before.  They  may  be  thus  taught  to  make  their  own 
addition  tables  and  copy  with  the  appropriate  signs 
plus  (+)  and  equals  (=)  on  their  slates.  The  teach- 
er may  write  it  on  the  board  as  the  children  place 
their  pegs,  they  stating  each  time  what  she  is  to 


EXERCISES    WITH  SHOE  PEGS.  21 

write.  After  eax^h  addition  table  the  subtraction 
table  may  be  made  by  taking  the  same  nmnber  away 
each  time.  Ten  times  the  nmnber  added  is  suffi- 
ciently far  to  go  in  any  of  the  tables.  When  the 
children  imderstand  the  method,  they  may  make 
the  tables  without  the  teacher's  aid,  she  merely  stat- 
ing what  tables  they  are  to  make.  By  glancing  over 
the  boards  and  slates  the  teacher  can  readily  see 
whether  they  are  correct. 

Little  practical  examples  may  be  given,  and  the 
work  done  on  the  board  with  the  pegs.  For  exam- 
ple :  "  A  boy  saved  three  pennies  one  day,  two  pen- 
nies the  next,  and  five  pennies  the  next ;  how  many 
did  he  save  altogether  ?"  They  may  place  three  pegs 
on  one  row,  two  pegs  on  the  next,  and  five  pegs  on 
the  next;  then  state  "  Three  pegs  (or  they  may  call 
them  pennies)  and  two  pennies  are  five  pennies,  and 
five  pennies  are  ten  pennies."  Then  it  may  be  con- 
tinued into  a  subtraction  example ;  as,  "He  spent  one 
penny,  (one  peg  may  be  taken  up  and  placed  on  the 
other  side  of  the  board),  then  he  spent  two  more  pen- 
nies, (two  pegs  may  be  placed  on  the  other  side  be- 
low the  other  one)  how  many  pennies  had  he  left  ? 
How  many  did  he  spend?"  They  can  readily  find 
both  answers,  as  they  are  right  before  them.  Another 
kind  of  an  example  may  be  given:  *'  A  man  plant- 
ed five  trees  in  a  row,  and  three  rows ;  how  many 
trees  were  planted  ?"  Let  them  imagine  the  pegs 
are  trees,  and  place  them  as  directed,  then  count  and 
tell  how  many  trees.    Or,  "  There  were  four  soldiers 


;33  :education  bt  doing. 

in  a  row,  and  there  were  five  rows ;  how  many  sol> 
diers  were  there  ?  Five  soldiers  were  shot  ;  how 
many  were  left  ?" 

In  number  lessons,  children  need  the  objects  con- 
stantly before  them  for  at  least  one  or  two  years ;  and 
after  that  they  should  occasionally  be  used,  especial- 
ly in  teaching  new  principles.  The  imderstanding  of 
all  their  future  work  depends  upon  their  correct  con- 
ception of  the  value  of  numbers.  If  they  do  not  see 
the  results  with  objects  they  cannot  form  any  right 
idea  of  what  they  are  doing.  Therefore  the  constant 
use  of  objects  is  indispensable,  and  the  greater  the 
variety  the  better,  as  it  holds  their  interest,  and  con- 
sequently their  attention. 

Fractions  may  be  taught  to  a  limited  extent  by 
by  the  use  of  pegs  and  blocks.  Have  the  children 
place  two  pegs  on  one  side  of  the  board  and  two  on 
the  same  row  at  the  other  side,  and  ask  how  many 
there  are  together.  Lead  them  to  see  that  two  is 
one-half  of  four  ;  illustrate  in  various  ways  and 
with  various  things.  Then  they  may  place  three  on 
each  side  below  the  other,  and  find  that  three  is  one- 
half  of  six,  etc. ,  as  far  as  ten.  They  may  recite  * '  Two 
and  two  are  four,  one-half  of  four  is  two ;  three  and 
three  are  six,  one-half  of  six  is  three,"  etc.  They 
may  learn  f om^hs  in  the  same  way,  and  find  how 
many  fourths  in  a  half ;  then  thirds,  and  ninths,  and 
find  how  many  ninths  in  a  third. 

Multiplication  tables  may  be  made  on  the  boards 
with  pegs.    They  may  place  two  pegs,  below  place 


EXERCISES  wrrjs  sboe  pegs.        23 

two  more.  Ask  h6w  many  times  they  placed  two 
pegs.  How  many  twos  have  thoy  ?  How  many  are 
two  twos  ?  Then  place  two  more  and  question  in 
same  way,  and  have  them  recite,  '*  One  two  is  two, 
two  twos  are  four,"  etc.  ^ 

The  teacher  may  tell  the  children  to  take  a  cer- 
tain nmnber  of  pegs  and  find  in  how  many  different 
ways  they  can  arrange  them.  As  the  combinations 
are  given  they  may  be  written  upon  the  board. 

For  instance : 


12  = 

6  +  6 

12  = 

7  +  5 

J2  = 

8  +4 

12  = 

9  +  3 

12  = 

10  +  2 

12  = 

11  +  1 

12  = 

4  +  4  +  4 

12  = 

3  +  3  +  3  f  3 

12  = 

2  +  2  +  2+2+2+2 

12  = 

1  +  1  +  1+1+1+1+1+1  +  1+1+1  +  1 

12  = 

5  +  5  +  2 

12  = 

3  +  3  +  6 

12  = 

2  +  2  +  8 

12  = 

1  +  1+10 

12  = 

6  +  5  +  1 

12  = 

4  +  5+3 

12  = 

3  +  5  +  4,  etc. 

When  the  idea  is  gained  they  may  do  it  by  them- 
selves and  copy  upon  their  slates.  This  will  keep 
them  employed  for  a  long  time. 

The  pegs  may  be  used  without  the  boards,  by 


U  EDUCATION  BY   DOING, 

placing  them  on  the  slates  or  desks,  and  leaving 
*^pace  between  the  numbers. 

Whenever  the  children  are  in  doubt  as  to  the 
♦«:«ults  of  their  number  lessons,  they  should  be  al- 
lowed to  consult  the  pegs. 


EXERCISES  WITH  FLAGS  TO  TEACH  NUMBER. 

won    MUST,    SECOND   ANB    THIRD    TEARS,    ADAPTING    AND 

EXTENDING  THE  EXERCISES  AOCOBDING  TO 

ADVANCEMENT  OF  CHILDREN. 

Chit  white  or  colored  muslin  into  four-inch  squares 
and  sew  them  on  to  small  sticks  for  flags ;  then  paste 
large  nmnbers  on  them;  the  nimibers  may  be  print- 
ed or  cut  from  old  calendars. 

Distribute  the  flags  to  the  class,  and  have  each 
child  in  turn  tell  what  number  is  on  his  flag,  and 
state  all  he  can  about  the  number ;  as,  "I  have 
niunber  ten;  two  fives  make  ten,  five  twos  make 
ten,  five  and  five  make  ten,  eight  and  two  make  ten, 
seven  and  three  make  ten,"  etc. 

The  teacher  may  call  upon  two  of  the  scholars  to 
stand,  and  have  them  add,  subtract,  multiply,  or  di- 
vide their  numbers ;  or  give  an  example,  using  the 
nmnbers  in  any  way  they  may  think  of. 

Several  may  stand,  and  the  teacher  may  call  upon 
some  one  to  add  theii-  numbers  very  rapidly. 

Endeavor  to  bring  as  much  variety  as  possible  in 
the  exercise ;  in  this  way  the  children  learn  the  valuo 


JUX^ECISES   WITH  STICKS.  25 

of  numbers,  and  become  familiar  with  all  their  com- 
binations. 

The  flags  may  also  be  used  as  a  review  in  Roman 
nmnbers,  the  children  stating  what  Roman  number 
corresponds  to  the  number  on  their  flag. 


EXERCISES  WITH  STICKS  TO  TEACH 
NUMERATION. 

FOR  SECOND  AND  THIBD  YEAR. 

A  quantity  of  short  sticks  (wooden  tooth-picks 
answer  nicely)  and  small  rubber  bands  may  be  given 
to  the  children.  They  may  be  told  to  count  out  ten 
sticks  and  place  a  inibber  band  over  them.  Ask  how 
many  sticks  they  counted.  How  many  bundles 
made  ?  How  many  tens  in  one  bundle  ?  How  many 
ones  in  one  bundle,  or  one  ten  ? 

Have  them  do  up  other  bundles  of  tens.  Ask 
them  to  hold  up  two  tens.  How  many  ones  in  two 
tens  ?    How  many  tens  in  twenty  ones  ? 

Proceed  in  the  same  way  with  the  other  bundles 
until  the  idea  is  thoroughly  impressed.  Then  let 
them  count  out  eleven  sticks  and  ask  how  many  tens. 
How  many  left  ?  Have  them  show  eleven,  using 
the  bundles. 

Call  for  different  numbers  between  ten  and  twen- 
ty ;  have  them  state  each  time  how  many  ones,  and 
how  many  tens  and  ones.  Write  different  numbers 
on  the  board,  and  see  if  thg^^tiid^ncan  tell  how 


26  EDUCATION   BY   DOING. 

many  tens  and  ones  without  using  the  sticks;  when 
mistakes  are  made  let  them  refer  to  the  sticks,  and 
ascertain  by  actual  count.  Dwell  thoroughly  on 
different  combinations  until  they  are  perfect. 

Let  them  do  up  bundles  imtil  they  have  ten. 
Have  them  count  the  bundles  thus:  "One  ten  or  ten 
ones,  two  tens  or  twenty  ones,  three  tens  or 
thirty  ones, "until  they  have  counted  ten  tens  or  one 
hundred  ones.  Have  them  place  a  band  aroimd  the 
ten  bundles. 

Ask  how  many  ones  in  one  hundred  ?  How  many 
tens  f  They  may  recite,  "  One  himdred  is  ten  tens 
or  one  hundred  ones." 

For  occupation  the  children  may  re<Jomit  and  re- 
arrange the  sticks  while  the  teacher  is  otherwise  en- 
gaged. 

The  children  may  divide  their  slates  by  lines  in- 
to three  parts.  Similar  divisions  may  be  made  on 
the  blackboard.  Tell  the  children  that  these  spaces 
may  be  named ;  the  firat  one  on  the  right  may  be 
called  ones,  the  second  tens,  and  the  thii-d  hundreds. 

Have  them  name  the  spaces  from  right  to  left, 
and  from  left  to  right,  many  times;  >then  irregularly , 
pointiug  them  out  on  their  slates  as  they  name  them. 
To  help  them  in  remembering  the  spaces,  the  first 
letter  of  each  maybe  placed  at  the  top  of  the  column. 

The  teacher  may  write  a  number  on  the  board, 
as  135,  in  the  appropriate  spaces.  Point  to  each 
figure  and  ask  how  many  ones,  tens,  and  hundreds. 
Have  the  children  place  the  corresponding  number 


EXERCISES    WITH   STICKS,  21 

of  sticJcs  and  bundles  instead  of  figures,  on  their 
slates  in  the  columns. 

Point  to  the  5,  and  ask  them  to  hold  up  the  same 
nimiber  of  sticks,  and  then  place  them  on  their  slates 
in  the  right  column.  Point  to  the  3,  ask  them  what 
it  is,  and  what  they  must  hold  up.  If  some  make  a 
mistake  and  hold  up  the  sticks  instead  of  bundles, 
question  them  until  they  see  their  mistake.  Point 
to  the  1,  and  ask  what  kind  of  bundles  must  Be 
placed  there. 

Write  67  on  the  board  under  the  other  figures. 
Have  them  place  this  number,  using  the  sticks  upon 
their  slates  as  before.  A  Hne  may  now  be  drawn 
under  the  nimibers  on  the  board  ready  for  addition. 

Have  them  add  the  sticks  in  ones'  column.  Ask 
them  how  many  sticks  or  ones.  Ask  how  many  tens 
they  can  make,  and  have  them  do  them  up  in  bun- 
dles. How  many  ones  left  ?  Where  must  the  ones 
be  placed  ?  What  may  be  written  on  the  board  in 
ones'  place  ?  What  can  be  done  with  the  one  ten  ? 
Write  one  in  tens'  column  on  the  board,  and  have 
the  children  place  the  one  bundle  with  the  tens  on 
their  slates.  Have  them  add  the  tens'  column  in  the 
same  way,  and  find  how  many  hundreds.  Place  a 
band  around  the  hundred  and  place  in  hundreds' 
column.  As  there  are  no  tens  left,  ask  the  children 
what  can  be  placed  on  the  board  which  means 
nothing.  Have  them  read  the  result  from  their 
slates  and  from  the  board. 

It  will  not  be  necessf».ry  to  use  the  sticks  and 


S8  EDUCATION   BY   LOINa. 

bundles  on  the  slates  many  times.  They  may  soon 
use  the  figures  referring  to  the  sticks  only  when 
puzzled  as  to  the  results  of  the  addition. 


EXERCISES  WITH  TOY  MONEY  TO  TEACH 
SUBTRACTION, 

POK  SECOND  ANTt  THIRD  YHAKS. 

Boxes  of  toy  money  should  be  distributed  among 
the  scholars;  where  this  is  impracticable  the  teacher 
should  have  one  box  for  reference  on  her  desk,  al- 
lowing the  scholars  to  take  turns  in  using  it. 

Write  an  example  in  subtraction  on  the  board, 
for  instance,  342 — 127.  Tell  the  children  they  may 
call  the  figures  money.  They  may  imagine  a  pocket- 
book  with  three  divisions.  In  one  division  they 
place  pennies,  in  another  dimes,  in  another  doUars. 
Point  to  the  minuend  and  tell  them  that  is  the 
amount  of  money  they  have  in  their  pocket-book. 

They  may  rule  their  slates  into  three  parts  for 
the  divisions  of  their  purse.  Point  to  the  units  and 
ask  how  many  pennies  they  must  place  in  the  first 
division;  then  to  tens  and  hundreds.  Have  them 
place  on  their  slates  two  pennies  in  the  first  column, 
four  dimes  in  the  second,  and  three  dollars  in  the 
third;  the  remaining  money  may  be  left  in  the  box 
for  the  ''store"  or  "bank,"  where  change  is  to  be 
made. 

Point  to  the  subtrahend  and  teU  them  that  is  the 


EXERCISES    WITH   TOY  MONEY.  29 

amount  of  money  to  be  paid  away.  Begin  with  the 
pennies  and  ask  how  many  they  have  to  pay  away. 
How  many  they  have  ?  What  can  be  done  when 
they  have  not  enough  pennies  ?  Have  they  any 
more  money  ?  Have  them  take  one  dime  from  the 
dime  column.  Ask  what  must  be  done  with  it.  Let 
them  go  to  the  "bank"  and  change  it  for  pennies. 
Have  them  place  them  with  the  other  pennies  and 
and  see  how  many  they  have.  Now  they  may  pay 
away  the  seven  pennies  and  see  how  many  they 
have  left.  Do  similar  work  on  the  board.  Ask 
what  they  took  from  the  tens.  How  many  left  ? 
Cross  out  the  4  tens  and  place  3  over  it.  Ask  how 
many  pennies  they  took  for  the  dime.  How  many 
pennies  they  had  altogether.  Then  place  12  over  the 
2,  and  the  answer  below  the  line. 

Subtract  the  remauiing  numbers.  When  they 
understand  the  dimes,  use  the  hundreds  ia  the  same 
way. 

Have  them  make  the  actual  change  imtil  they 
thoroughly  understand  how  and  why  they  do  it. 


EXERCISES  WITH  TOY  MONEY  TO  TEACH 
DIVISION, 

FOB  THIRD  OB  FOURTH  YEAR. 

Distribute  the  toy  money  among  the  children.  A 
simple  example  in  division  may  be  written  on  the 
board;  (as,  765  -r-  3).    The  teacher  may  point  to  the 


30  EDUCATION  BY  DOING. 

dividend  and  tell  the  children  they  may  call  it 
money ;  they  may  say  they  have  seven  dollars,  six 
dimes,  and  five  pennies  to  divide  among  three  boys. 

The  scholars  may  rule  their  slates  in  three  columns, 
and  place  the  amount  of  money  in  each  column  as  they 
did  in  subtraction.  Tell  them  to  begin  with  the  dollars 
and  see  how  many  they  can  give  to  each  boy.  Let 
them  take  the  dollars  and  place  in  three  piles,  having 
an  equal  number  in  each.  Ask  how  many  dollars 
they  can  give  to  each  boy.  How  many  left  ?  What 
can  be  done  with  the  dollar  left,  can  it  be  divided  as 
it  is  ?  If  they  do  not  at  once  see  that  it  must  be 
changed,  question  them  until  they  do.  What  must 
you  get  for  the  dollar  ?  How  many  dimes  ?  Where 
must  you  place  them  ? 

Have  them  count  the  dimes.  Let  them  make 
three  equal  piles  of  the  dimes,  and  see  how  many 
each  would  recive,  then  place  them  on  the  dollar 
pUes.  What  have  you  left  ?  What  can  you  do 
with  it  ?  How  many  pennies  will  you  get  ?  Where 
will  you  place  them  ?  How  many  pennies  have  you 
now  ?  Make  three  even  piles  of  the  pennies.  How 
many  will  each  receive  ? 

Let  them  place  the  pennies  on  the  other  piles, 
count  each  pile,  and  find  how  much  money  each  boy 
will  receive. 

When  they  understand  the  operation  let  them  do 
it  on  their  slates,  usiQg  the  figures  only,  but  stating 
what  they  do  in  each  step,  and  why  they  do  it.  If 
they  become  puzzled  let  them  refer  to  the  money. 


EXEitOISES    WITH   TOY  MONEY  31 

Question  the  children  in  as  many  ways  as  possi- 
ble about  the  money.  Ask  how  many  pieces  of 
money  they  had  in  the  beginning.  If  they  cannot 
answer,  ask  how  many  doUars  they  had.  Write  the 
number  down.  Ask  how  many  dimes.  Write  that 
number  under  the  other.  Ask  how  many  cents. 
Place  that  number  under  the  others  and  add.  In 
the  same  way  have  them  count  the  number  of  pieces 
given  to  each  boy.  To  how  many  did  they  give  this 
number  ?  How  may  the  total  number  be  found  ? 
They  will  find  they  have  given  away  more  pieces 
than  they  had  in  the  beginning.  Ask  how  that  is. 
If  they  cannot  teU,  take  a  dime  and  ask  how  it  could 
be  given  away  in  two  pieces.    In  ten  pieces. 


EXERCISES  WITH  TOY  MONEY  TO  TEACH 
THE  VALUE  OF  REAL  MONEY, 

FOB  THIRD  TEAR. 

Provide  each  child  with  a  box  of  toy-money,  which 
can  be  obtained  from  book  or  toy  stores.  Have  the 
children  learn  the  names  of  the  different  coins,  if 
they  do  not  already  know  them.  Show  the  real 
money,  and  talk  about  the  material  of  which  it  is 
made.  Their  previous  lessons  wiU  enable  them  to 
tell  something  about  it,  and  where  obtained.  Speak 
of  the  process  of  its  manufacture  into  money.  TeU 
them  the  name  of  the  place  where  the  coins  are 


32  EDUCATION  BY  DOING. 

stamped.    Call  theii*  attention  to  the  impressions  on 
each. 

Ask  them  to  lay  out  two  pennies,  then  one  piece 
of  the  same  value ;  also  five  pennies,  and  one  piece 
of  the  same  value ;  and  in  this  way  find  the  value  of 
all  the  coins  to  one  dollar.  Beans  or  stones  may  be 
substituted  for  pennies  for  the  higher  denominations. 
Then  use  two-cent  pieces  in  connection  with  the  pen- 
nies, then  threes,  fives,  etc.,  making  all  conceivable 
combinations,  until  the  children  are  thoroughly  ac- 
quainted with  their  value,  and  can  readily  substitute 
the  correct  number  of  small  coins  for  the  larger 
ones. 

Give  the  children  easy  practical  examples  to 
solve,  using  the  money;  for  example:  "If  John  goes 
to  the  store  and  buys  two  cents'  worth  of  candy,  and 
gives  a  five-cent  piece,  how  much  change  ought  he 
to  receive  ?"  If  they  cannot  tell  readily,  let  them 
lay  out  five  pennies  and  take  two  away.  When 
they  are  able  to  solve  the  simx)lesb  examples  readily, 
take  more  difiicult  ones,  combining  addition  and 
subtraction,  also  multiplication  and  division.  When- 
ever the  children  are  puzzled,  let  them  use  the  beans 
or  blocks,  and  work  it  all  out  for  themselves.  It 
would  be  well  to  provide  each  child  with  a  smaU 
bag  of  beans.  The  children  should  all  work  in  con- 
cert, as  they  are  all  furnished  with  the  materials. 
Call  upon  different  ones  to  explain  the  examples.  If 
any  of  the  children  are  able,  let  them  give  questions 
to  the  class, 


EXERCISES    WITH  TOY  MONEY, 


33 


Teach  them  to  make  change  rapidly  and  in  a  bus- 
iness way. 

"If  I  give  a  fifty-cent  piece  for  three  yards  of 
ribbon,  at  nine  cents  a  yard,  how  much  change 
should  I  receive  ?" 

Have  them  say,  "  Twenty-seven  and  three  are 
thirty,  and  ten  are  forty,  and  ten  are  fifty ;"  have 
them  pick  up  the  money  as  they  mention  each  piece. 

This  will  require  a  great  deal  of  drill  to  make 
them  expert. 

Cards  may  be  prepared  by  the  teacher,  having 
figures  and  signs  written  upon  them.  These  may  be 
distributed  to  the  schoiai-s,  and  they  may  be  taught 
to  make  up  mental  examples  from  them. 

This  exercise  wQl  compel  the  children  to  think, 
affordiag  at  the  same  time  a  temporary  rest  for  the 
teacher. 

The  following  will  explain  the  plan  proposed: 


The  above  represents  the  card  which  the  child  re- 
ceives. He  may  say,  "  If  I  have  four  pencils,  and 
my  brother  gives  me  two  more,  I  shall  then  have  six 
pencils," 


<Vx-N 


34 


EDUCATION  BY  DOING, 


"If  I  spend  five  cents  for  candy,  and  three  cents 
for  nuts,  I  shall  spend  eight  C8nts  ;  if  I  give  a  ten- 
cent  piece  for  them,  I  ought  to  receive  two  cents  in 
change." 


"  If  John  had  seven  marhles,  and  lost  three  of 
them,  he  would  have  four  marbles  left." 


7  +  4-5 


"  If  James  earned  seven  cents  one  day,  and  four 
cents  another  day,  he  would  earn  in  all  eleven 
cents;  if  he  spent  five  cents  for  ribbon,  he  would 
have  six  cents  left." 


EXERCISES    WITH  TOY  MONET. 


35 


8-2  +  6 


''If  Clara  had  eight  paper  dolls  and  lost  two  of 
them,  she  would  have  six  dolls  remaining;  if  she 
bought  six  more  dolls  she  would  then  have  twelve 
dolls." 


"If  one  banana  cost  eight  cents,  three  bananas 
would  cost  twenty-four  cents." 


"  If  I  pay  six  cents  for  one  slate,  for  four  slates  I 
must  pay  twenty-four  cents ;  if  I  give  a  fifty-cent 
piece  for  them,  I  shall  receive  twenty-six  cents 
change." 


36 


EDUCATION  BY  DOING, 


"  If  seven  tops  cost  fourteen  cents,  one  top  will 
cost  two  cents." 


"If  four  kites  cost  sixteen  cents,  one  kite  wiU 
cost  four  cents ;  if  I  buy  one  and  give  a  twenty-five- 
cent  piece,  I  shall  receive  twenty-one  cents  change." 


72  -  9  X  3 


"If  nine  pounds  of  starch  cost  seventy-two  cents, 
one  pound  will  cost  eight  cents ;  if  one  pound  cost 
eight  cents,,  three  pounds  wiU  cost  twenty-four 
cents." 


tJXERCISES   WITH  TOY  MOMET,  m 


$1.00 
64  -  8  X  5 


If  eight  pictures  cost  sixty-four  cents,"  etc. 


17  +  7-4 


**If  I  had  seventeen  cents,  and  my  father  gave 
me  seven  more  cents,  I  should  have  twenty-four 
cents ;  I  could  get  as  many  lemons  at  four  cents  a 
piece  as  four  cents  is  contained  times  into  twenty- 
four  cents,  which  is  six  times." 


18-9-^3 


If  I  had  eighteen  cents,  and  spent  nine,"  etc. 


EDUCATIOJ^  BY  DOTING, 


"  If  I  pay  six  cents  for  one  paper  of  needles,  for 
two  papers  I  must  pay  twelve  cents ;  if  1  pay  five 
cents  for  one  paper  of  pins,  for  three  papers  I  must 
pay  fifteen  cents;  and  the  two  together  will  cost 
twenty-seven  cents.  If  I  give  a  fifty-cent  piece  for 
them,  I  shall  receive,"  etc. 


1772-1706 


*'  If  a  man  were  bom  in  1706  and  died  in  1772,  his 
age  would  be  the  difference  between  1772  and  1706, 
which  is  sixty-six  years." 


1768-59 


**  If  a  man  died  in  1768  at  he  age  of  59,  the  year 


EXERCISES    WITH  TOY  MONEY. 


in  which  he  was  bom  would  be  the  difference  be- 
tween 17G8  and  59,  which  is  1709." 


1656+75 


"  If  a  man  were  born  in  1656  and  lived  75  years, 
the  year  that  he  died  would  be  the  sum  of  1656  and 
75,  which  is  1731." 


'*  If  two  men  start  from  the  same  place  and  travel 
in  opposite  directions,  one  at  the  rate  of  six  miles  a 
day  and  the  other  at  the  rate  of  four  miles  a  day, 
at  the  end  of  one  day  they  would  be  ten  miles  apart, 
and  at  the  end  of  seven  days  they  would  be  seventy 
miles  apart." 


•     6 

1 

9 

3 

40  EDUCATION  BY  DOlNCf. 

"  If  two  men  start  from  the  same  place,  and  go 
in  the  same  direction — one  at  the  rate  of  six  miles  a 
day,  and  the  other  at  the  rate  of  nine  miles  a  day — 
at  the  end  of  one  day  they  would  be  three  miles 
apart,"  etc. 


EXERCISES  WITH  CLOCK-DIALS  TO  TEACH 
TIME. 

rOB  SECOND  YEAR. 

The  children  may  each  be  provided  with  a  clock- 
dial,  which  may  be  made  in  the  following  manner: 
Take  paste-board  or  boxes  and  cut  into  pieces  about 
eight  inches  square.  With  a  string  and  very  dark 
pencil  make  two  large  circles  about  one  inch  apart 
on  each;  between  these  circles  make  the  Roman 
numbers  as  found  on  the  clock ;  making  the  minute 
marks  between.  Cut  out  paste-board  hands,  fasten 
two,  the  minute  and  hour,  in  the  centre  of  each, 
just  loose  enough  to  be  moved  with  ease. 

The  teacher  may  have  a  clock  for  her  own  use,  or 
make  the  dial  on  the  board  or  on  card-board  similar 
to  the  children's. 

The  teacher  may  ask  what  the  cards  represent 
and  what  kind  of  numbers  found  on  them. 

The  children  may  point  to  the  Eoman  numbers, 
naming  each. 

The  teacher  may  then  ask  the  children  to  name 
some  length  of  time,  and  then  ask  how  that  is  repre- 


EXMBCISES   WITH  CLOCK-DIAZS.  41 

sented  on  the  clock;  or  ask  the  shortest  period  of 
time  and  refer  to  the  second  hand  of  her  watch; 
then  the  next  longer  period  and  how  that  is  repre- 
sented. Ask  what  number  they  must  count  to  take 
a  minute  of  time.  Ask  how  long  a  second  is ;  what 
they  could  do  in  a  second.  Eefer  to  pendulum; 
show  by  vibrating  something,  so  they  will  compre- 
hend the  length  of  time.  Ask  how  many  seconds 
make  a  minute.  What  part  of  the  clock  points  to 
the  time;  what  difference  they  notice  in  the  hands; 
which  hand  points  to  the  minute.  Ask  for  the  next 
longer  period  of  time ;  how  many  minutes  the  long 
hand  has  to  point  to  before  it  is  an  hour;  how  far 
around  the  clock  it  goes ;  how  far  for  a  half  hour, 
for  a  quarter,  for  three-quarters ;  let  them  coxmt  the 
minutes  in  each.  If  an  even  hour,  ask  where  the 
minute  hand  would  be ;  if  a  half -hour,  quarter,  etc. 
Which  is  the  hour  hand  ?  Have  them  point  to  each 
and  teU  their  names. 

Ask  where  the  hour  hand  would  be  at  each  suc- 
cessive hour.  If  twelve  o'clock  where  each  hand 
would  be;  if  one,  two,  three,  etc.  Have  them  teU 
how  far  the  hour  hand  goes  on  the  clock  in  one  hour ; 
how  far  the  minute  hand  travels  in  same  time.  Ask 
how  many  hom«  in  one  day ;  how  many  times  the 
hour  hand  goes  round  in  the  day ;  the  minute  hand? 
Which  hand  goes  fast  ?  Which  slow  ?  What  does 
the  fast  hand  show  ?  the  slow  hand  ? 

Then  have  them  set  the  hands  at  twelve ;  what 
time  ?  at  one,  etc.    Ask  different  ones  what  time  it 


45  JSDUOATION  BY   DOING. 

is  and  where  the  hands  are.  In  setting  even  houi^, 
which  is  the  only  hand  to  move  ?  Then  drill  on  half 
hours,  quarters,  five  minutes,  etc. 

For  review  have  all  set  certain  time,  and  ask 
where  hands  are.  Then  let  them  set  their  own  time, 
and  state  time  and  position  of  hands. 

This  maybe  taught  to  quite  young  children.  The 
time  table  may  be  written  on  the  board  and  learned 
by  the  children. 

Show  them  how  railroad  time  is  given  and  writ- 
ten, and  drill  on  it  both  orally  and  written. 

Ask  of  what  materials  watches  and  clocks  are 
made;  how  they  are  made  to  go;  what  has  to  be 
done  to  make  them  go.  Give  them  some  idea  of 
the  spring  and  wheels. 

State  the  difference  between  clocks  and  watches. 

Show  a  Sim  dial  if  possible,  and  teU  them  how 
time  is  told  by  that ;  how  the  correct  time  is  known. 


EXERCISES  WITH  RULES  TO  TEACH  LONG 
MEASURE. 

rOU   THIRD  YEAR. 

Furnish  each  child  with  a  foot  rule,  and  a  sHp  of 
paper  one  inch  in  length.  The  teacher  may  have  a 
yard-stick.  TeU  the  children  the  length  of  the  rules 
and  the  papers.  Let  them  lay  their  slips  of  paper 
on  their  rules  and  find  for  themselves  how  many 
inches  in  a  foot.    Lay  the  yard-stick  down,  and  let 


EXERCISES    WITH  RULES.  43 

them  place  their  rules  on  it  to  ascertain  how  many 
feet  make  a  yard. 

Let  them  find  the  inch-marks  on  the  rules  and  on 
the  yard-stick,  and  coimt  the  number  of  inches  in  a 
yard. 

Have  them  fold  their  inch  slips  in  half,  and  find 
the  half -inch  on  their  i-ules.  Ask  how  many  half- 
inches  in  an  inch. 

Let  them  fold  their  shps  again  and  tell  the  num- 
ber of  parts,  also  find  the  length  on  their  rules. 

Halve  and  quarter  a  number  of  different  objects 
in  the  presence  of  the  children,  so  they  may  thor- 
oughly comprehend  that  two  halves,  or  four  quar- 
ters, make  a  whole  thing. 

Let  one  child  find  one-half  of  the  yard,  and  see 
how  many  inches.  Let  another  find  one-quarter  of 
the  yard,  and  see  how  many  inches.  If  they  have 
difficulty  in  finding  the  half  or  quarter  of  the  yard, 
let  them  take  a  string  or  shp  of  paper  one  yard  in 
length,  and  fold  it — once  for  the  half,  and  twice  for 
the  quarter. 

Let  them  also  find  the  number  of  inches  in  one- 
half  and  one-quarter  of  a  foot. 

In  what  stores  are  these  measures  used  ?  Give 
the  term  Long  Measure.  What  goods  are  sold  by 
it  ?  What  other  persons  use  it  ?  Refer  to  carpen- 
ters, masons,  builders,  tailors,  and  dress-makers. 

The  portion  of  the  table  that  they  have  found 
may  now  be  written  upon  the  board  and  learned  by 
the  children. 


44  EDUCATION  BY  DOim. 


BLACKBOARD  LBSSOW. 

12  inches  make  1  foot. 

6      " 

i       " 

8      " 

i       " 

3  feet          " 

1  yard. 

16  inches     " 

1      " 

18        "            " 

1      " 

<(  (.(.         1 

4 


Long  Measure  is  used  in  dry-goods  and  fancy- 
stores  ;  it  is  also  used  by  carpenters,  builders,  masons, 
tailors,  and  dress-makers. 

It  is  used  to  measure  cloth,  musHn,  flannel,  caH- 
co,  silk,  velvet,  ribbon,  braid,  lace,  wood,  etc. 

Teach  the  children  to  test  length  by  the  eye,  be- 
ginning with  the  inch. 

For  occupation  without  the  teacher's  aid,  the 
children  may  be  supphed  with  sUps  of  paper  (narrow 
shps  that  come  from  ribbons  do  nicely,  and  may  be 
procured  from  fancy-stores),  which  they  may  meas- 
lu'e  off  in  half -inches,  inches,  q'»"'ar+er  and  half  feet, 
and  quarter  and  half  yards,  marking  the  length  of 
each  with  a  lead-pencil ;  by  folding  and  creasing  the 
paper  it  may  be  easily  and  nicely  torn. 

This  exercise  will  help  to  fix  the  lengths  in  their 
minds,  and  assist  them  greatly  in  testing  them. 

Have  them  measure  many  things  in  the  school- 
room and  out  of  it,  and  set  the  dimensions  down  on 
a  slate  or  piece  of  paper,  thus  :  **The  slate  is  six 
inches  long  and  four  inches  wide ;"  or,  "  The  slate  is 
6x4  inches." 


EXERCISES    WITH   WEIGHTS,  4B 

Teach  them  to  be  trusted,  and  let  one  or  more  go 
with  rules  to  different  pai*ts  of  the  room,  biulding  or 
yai-d,  and  measm^e  certain  things  and  set  it  down, 
with  the  names  of  the  objects  attached.  Let  others 
measure  the  same  things  and  compare.  In  measur- 
ing long  distances,  let  them  take  a  piece  of  chalk 
and  mark  off. 

This  exercise  may  be  granted  as  a  favor  for  faith- 
fulness. 


EXERCISES  WITH  WEIGHTS  TO  TEACH 
AVOIRDUPOIS  WEIGHT. 

rOB  THTEKD  TEAR. 

The  teacher  may  have  scales  and  all  the  different 
sizes  of  weights  to  a  pound. 

Let  the  children  name  some  weights.  Have  some 
one  find  the  pound-weight  and  place  it  on  the  scales ; 
let  some  one  find  two  weights  that  will  exactly  bal- 
ance it;  then  four,  and  eight.  Have  them  teU  what 
names  to  give  to  the  weights  when  two  are  equal  to 
a  pound,  when  f  om*,  and  when  eight.  Their  previous 
lessons  will  help  them  to  answer  these  questions. 

Have  them  find  the  smallest  weight,  and  teU  them 
its  name  if  they  do  not  know.  Have  them  find  how 
many  ounces  make  a  quarter  of  a  pound,  and  have 
them  tell  fi*om  that  how  many  make  a  half,  three- 
quarters,  and  a  poimd. 

Give  them  the  name  Avoirdupois  Weight.    Ask 


46  EDUCATION   BY   DOING, 

in  what  stores  it  is  used.  Name  the  articles  weighed 
by  it. 

BLACKBOARD  liESSON. 

16  ounces  make  1  pound. 

8       "  "     ^       " 

4       *'  ^'     i       " 

12       "  "     f       " 

Avoirdupois  Weight  is  used  in  grocery,  butcher, 
bakery,  and  candy  stores. 

It  is  used  to  weigh  tea,  coffee,  sugar,  crackers, 
cheese,  butter,  meat,  raisins,  prunes,  figs,  cherries, 
spices,  etc. 

The  children  should  be  allowed  to  weigh  different 
quantities  of  beans,  sand,  or  any  other  convenient 
article.  They  should  be  taught  to  be  particular 
about  the  exact  balance.  They  may  put  the  articles 
weighed  in  paper-bags,  mark  them  any  article  they 
choose,  set  the  i)rice  and  figure  the  amount. 


EXERCISES  WITH  MEASURES  TO  TEACH 
LIQUID  MEASURE. 

FOB  THIRD  YBAB. 

The  teacher  should  be  furnished  with  a  gill,  pint, 
quart,  and  gallon  measures,  also  a  box  of  beans  or 
sand. 

The  children  may  be  asked  to  name  some  meas- 
ure they  know,  and  point  it  out;  with  that  for  a 
starting-point,  proceed  to  the  other  measures.    K  a 


EXERCISES    WITH  TOY  MONEY.  4.1 

quart  is  first  selected,  let  another  child  find  another 
measure,  and  tell,  if  he  knows,  what  it  is.  Then  let 
him  find  out  for  himself,  by  measuring  the  sand  or 
beans,  how  many  of  one  make  the  other.  If  a  gallon 
is  next  selected,  let  some  one  see  how  many  times  he 
can  fill  the  quart  and  pour  into  the  gallon,  the  chil- 
dren watching  and  counting. 

Proceed  in  the  same  way  with  the  other  meas- 
m-es.  They  will  thus  learn  by  actual  experiment 
how  many  gills  make  a  pint,  quart,  and  gallon ;  and 
how  many  pints  make  a  quart  and  gallon. 

The  teacher  may  supply  the  name  of  the  measure 
when  the  children  do  not  know.  The  pint,  quart, 
and  gallon*  measm*e  may  be  marked  to  indicate  the 
half  and  quarter.  Then  the  children  may  find  by 
measuring  how  many  of  each  lower  denomination  it 
takes  to  make  the  half  and  quarter  of  the  higher. 

Ask  what  articles  are  measured  with  these  meas- 
ures.  Who  use  them?  What  is  this  measure  called  ? 

BliACKBOABD  LESSON.— lilQUTD  MEASUBE. 

4  gills    make  1  pint. 


2  pints 

'*      1  quart. 

4  quarts 

"      1  gallon. 

IgiU 

"      \  pint. 

9     u              < 

<         1       a 

£i 

IT 

3    " 

<            8         << 

1  pint 

'      1  quart. 

1  quart     ' 

'      i  gallon. 

2      " 

'      i      " 

3      '* 

.         .        u 

48  EDUCATION   BY  DOING. 

Liquid  Measure  is  used  by  grocers.  wLkmen,  liquor- 
dealers,  and  house-keepers.  It  is  used  to  measure 
milk,  vinegar,  cider,  oil,  molasses,  syrup,  liquors,  etc. 


EXERCISES  WITH  BLOCKS  TO  TEACH 
POSITION, 

FOB  FIRST  YEAR. 

Furnish  each  child  with  a  stout  bag  containing 
eight  cubes  and  one  square  prism  three  times  the 
length  of  a  cube. 

Cubes  one  and  a  half  or  two  inches  square  are  a 
very  good  size.  These  blocks  may  be  obtained,  with 
shght  expense,  from  the  carpenter.  The  bags  can 
be  made  by  the  older  children. 

Have  the  children  stand  up  their  long  blocks  and 
point  to  the  front,  back,  right,  and  left  hand  sides, 
top  and  bottom  of  them. 

When  this  is  well  understood,  have  them  place 
two  blocks  in  front,  two  back,  and  two  on  right 
and  left  hand  sides  of  the  long  blocks;  then  have 
them  take  out  the  long  blocks,  and  ask  what 
they  have  made.  If  no  idea  is  suggested  to 
them,  tell  them  to  call  it  a  well,  which  they  will  be 
pleased  to  imagine.  A  conversation  may  foUow 
concerning  wells.  How  many  have  seen  wells  ? 
Where  ?  Do  we  see  them  in  cities  ?  What  is  found 
in  them  ?  How  is  the  water  obtained  ?  From  where 
does  the  water  come  ?    What  are  the  uses  of  water  ? 


EXERCISES    WITH  BLOCKS.  49 

What  would  happen  if  we  had  no  water  ?  It  would 
be  weU  for  the  teacher  to  have  several  drawings  on 
the  board,  illustrating  the  different  ways  in  which 
water  is  drawn. 

Vf  hen  this  subject  is  exhausted,  have  them  cover 
the  wells  with  the  long  blocks,  and  take  away  the 
two  front  blocks,  when  a  fire-place  will  be  formed. 
TeU  them  about  the  old-fashioned  fire-places.  Show 
a  picture  of  one.  Make  a  drawing  of  and-irons  sup- 
porting burning  logs.  Let  them  find  the  mantel 
over  the  fire-place,  and  talk  about  that. 

Then  have  them  remove  the  two  back  blocks, 
and  a  bridge  will  be  found.  Another  conversation 
may  now  follow  concerning  the  materials  used  in 
building  bridges,  their  uses,  what  is  found  under 
them,  what  is  found  in  the  water,  how  fish  are 
caught,  kinds  of  fish,  etc.  Is  water  always  found 
under  bridges  ?    Refer  to  roads  and  railroads. 

Two  blocks  may  be  placed  imder  the  bridge,  and 
a  wall  is  suggested.  Let  the  children  teU  of  what 
materials  walls  are  made ;  when  of  stone,  how  the 
heavy  stones  are  carried;  when  of  bricks,  what  is 
placed  between  them  to  keep  them  firmly  together ; 
of  what  that  is  made,  and  of  what  bricks  are  made. 
Ask  of  what  use  waUs  are. 

The  long  blocks  may  be  taken  off  and  placed  in 
front  at  the  base  of  the  wall,  when  a  settee  will  ap- 
pear. Question  concerning  the  material,  use,  and 
where  used. 

The  long  blocks  may  be  removed,  the  middle  ones 


60  EDUCATION   BY   DOING, 

separated  and  placed  before  the  remaining  ones, 
when  two  chairs  will  be  found.  Let  the  children 
name  them,  as  father's  and  mother's,  or  brother's 
and  sister's. 

Place  one  block  on  the  back  of  ea<5h,  and  grand- 
father's and  grand-mother's  chairs  are  made. 

The  blocks  may  be  arranged  to  form  steps,  and 
the  ordinals  may  be  taught.  The  teacher  may  point 
to  one  step,  and  ask  which  step  is  touched;  then 
point  to  another,  and  so  continue  until  all  have  been 
touched.  Then  have  the  children  point  and  recite, 
"first,  second,  third,"  etc.,  until  all  have  been  named 
forward  and  backward. 

When  the  teacher  is  not  with  the  class,  they  may 
be  allowed  to  build  anything  their  fancies  dictate. 


EXERCISES  WITH  SHOE  PEGS  TO  TEACH 
FORM, 

FOB  PIBST  YEAR. 

Shoe  pegs  may  be  distributed  among  the  children. 
They  may  arrange  them  in  straight  hnes  in  every 
position — curved,  crooked,  broken,  waved,  spiral, 
circles,  arcs,  angles,  triangles,  and  all  the  plain  fig- 
ures. 

They  may  form  letters,  numbers,  and  Roman 
numbers. 

Designs,  as  in  drawing,  may  be  made,  windows, 
picture-frames,  chairs,  trees,  flowers,  birds,.  hoiLses, 
and  animals. 


EXERCISES    WITH  PINS.  51 

The  teacher  may  at  first  draw  the  outlines  of  the 
objects  on  the  board,  using  short  marks  to  represent 
the  pegs.  When  the  idea  is  gained  they  may  work 
by  themselves,  and  when  called  upon  be  able  to  tell 
something  about  the  object,  its  material,  use,  etc. ; 
or,  it  may  be.  relate  a  httle  story  in  connection 
with  it. 

CMldren  are  interested  in  what  they  form  for 
themselves.  Their  imaginations  are  hvely,  and  they 
will  readily  picture  in  their  mind  the  objects,  no 
matter  how  rough  or  crude  the  representation. 

Dyeing  the  pegs  will  add  greatly  to  the  children's 
pleasure. 


EXERCISES  WITH  PINS  TO  TEAJOH  FORM. 

FOB  riRST  AND  SECOND  YEARS. 

The  children  may  be  furnished  with  small,  plain 
pin-cushions,  made  of  strong,  dark  material,  a  nar- 
row strip  of  the  same  material,  several  inches  long, 
filled  with  pins,  may  be  secm*ely  fastened  to  one  cor- 
ner of  each  cushion. 

The  teacher  may  speak  of  the  materials  of  pins, 
and  have  the  children  find  their  parts.  Ask  what 
part  of  the  pin  they  put  in  the  cushion  first,  with 
what  part  they  push  it,  and  what  part  is  between 
the  head  and  point.  Ask  about  the  shape  of  the 
head,  and  what  can  be  said  of  the  point.  Compare 
the  point  with  a  blunt  i)encil  or  stick ;  if  the  term 
sharp  is  not  given,  prick  the  hands  Ughtly.    Bend  a 


52  EDUCATION   BY    DOING. 

pin  and  then  compare  it  with  a  good  one  to  get  the 
term  straight. 

They  may  recite,  "The  pin  has  a  head,  shank, 
and  point ;  the  head  is  romid,  the  shank  is  straight, 
and  the  point  is  sharp." 

Speak  of  some  of  the  processes  of  manufactiu-e, 
and  of  the  number  of  different  persons  employed  in 
making  so  small  an  article. 

Let  them  state  the  various  uses  of  pins.  The  pins 
may  be  arranged  on  the  cushions  in  the  forms  of 
letters,  numbers,  Roman  numbers,  all  the  positions 
of  lines  and  angles,  and  all  the  different  forms. 

Copies  of  things  may  be  made  on  the  board,  dots 
being  used  to  represent  the  heads  of  the  pins.  If  the 
children  find  difficulty  in  placing  the  pins  in  right 
positions,  the  teacher  may  mark  the  pattern  with 
chalk  upon  the  cushions  and  let  them  follow  the 
lines.  It  would  be  weU  to  teach  them  to  make  their 
own  initials,  as  soon  as  they  are  capable. 

When  the  children  are  able  to  arrange  the  forms, 
they  may  be  told  to  make  certain  figures,  as  a  circle 
with  a  pin  or  cross  in  the  center ;  a  square  with  a 
ciicle  in  it,  etc.  Various  designs  will  suggest  them- 
selves. 

This  exercise  wiU  make  pleasant  and  useful  oc- 
cupation for  the  smaller  children,  while  the  teacher 
is  busy  with  the  older  ones. 


EXERCISES   WITB  STICKS.  63 


EXERCISES  WITH  STICKS  TO  TEACH 
POSITION  OF  LINES. 

FOB  SECOND  YEAR. 

Provide  each  child  with  several  short  sticks  (about 
the  size  of  matches*) ;  these  may  be  kept  either  in 
small  boxes,  giving  one  to  each  child,  or  in  one  large 
box,  from  which  they  may  be  distributed. 

The  teacher  may  take  a  stick  and  hold  it  in  a  ver- 
tical position,  ask  the  children  each  to  take  a  stick 
and  do  the  same.  Ask  some  one  to  draw  a  line  to 
look  like  the  stick  as  he  is  holding  it.  Let  them  find 
several  things  in  the  room  in  the  same  position.  Tell 
them  this  position  is  called  vertical. 

Ask  some  one  to  stand  in  a  vertical  position,  or 
hold  slate  or  book  in  same  position.  Have  the  class 
repeat,  "I  hold  my  stick  in  a  vertical  position.  I 
hold  my  slate,"  etc." 

When  this  is  learned,  the  teacher  may  hold  the 
stick  in  a  horizontal  position,  asking  the  children  to 
do  the  same.  Place  the  slates  horizontal.  Have 
them  draw  this  line  on  the  board,  and  find  objects 
in  the  room  in  same  position.  Give  the  term  hori- 
zontal. 

In  what  position  are  the  walls  ?  The  ceiling  ? 
The  floor  ?  The  legs  of  the  table  ?  The  top  of  the 
table  ? 

♦  Wooden  tooth-picks  may  be  bought  by  the  box  (500  or 
more)  for  about  ten  cen  ts. 


54  EDUCATION   BY  DOING, 

The  slanting  position  may  next  be  ta,ken,  and 
term  given. 

What  pai-t  of  the  desk  is  slanting  ?  What  part 
of  the  house  ?  In  what  position  are  the  easel  and 
blackboard  ? 

Place  two  or  more  sticks  parallel,  and  have  them 
do  the  same.  Lead  them  to  see  that  the  hnes  will 
never  meet.  Let  them  find  as  many  parallel  lines  as 
possible  in  the  room.  Then  let  them  place  the  sticks 
forming  vertical,  horizontal,  and  slanting  parallel 
Hnes,  and  find  objects  in  each  position. 

After  the  oral  lesson,  the  children  may  arrange 
the  sticks  by  themselves,  and  copy  the  positions  on 
their  slates. 


EXERCISES  WITH  STICKS  TO  TEACH  ANGLES. 

FOB  SBCOND  YEAR. 

Beview  quickly  the  preceding  lessons  on  lines; 
have  the  children  work  in  concert  and  see  that  all 
thoroughly  understand  the  directions.  If  any  of  the 
children  are  dull  or  inattentive  call  upon  them  the 
most  frequently. 

The  teacher  may  now  take  a  pocket-knife  and 
open  the  blade  half-way,  then  ask  the  children  to 
place  two  of  their  sticks  in  the  same  position.  Hold 
the  knife  thus  opened  in  every  conceivable  position, 
asking  the  children  to  change  their  sticks  in  like 
positions.  Have  the  children  find  the  opening  be- 
tween the  sticks,  and  give  the  term,  angle. 


EXERCISES    WITH  STICKS.  5S 

Ask  Low  far  open  the  knife  is,  and  how  they  have 
made  their  angles  to  look.  Tell  them  that,  "  An  an- 
gle that  looks  hke  a  knife  half-way  open  is  called  a 
right  angle.^^ 

Lead  them  to  see  that  it  is  still  a  right  angle  in 
whatever  position  it  may  be  held  or  made. 

Ask  some  one  to  come  to  the  board  and  make  a 
right  angle,  then  some  one  else  to  make  one  in  a  dif- 
ferent position,  and  continue  until  all  the  positions 
have  been  made.  If  they  fail  to  find  a  new  position, 
show  them  with  the  knife  and  let  them  copy ;  when 
not  quite  sm-e  whether  it  is  an  exact  right  angle,  let 
them  take  the  knife  and  measiu^e  it. 

Be  careful  to  teach  accuracy  in  observation  and 
work. 

Now  let  the  children  find  all  the  right  angles  in 
the  room.  Let  them  place  their  slates  at  right  an- 
gles with  the  desk,  floor,  or  wall ;  also  place  their 
arms  at  right  angles  vriih.  their  bodies,  thus  testing 
in  every  possible  way  to  fix  it  in  their  memories. 

When  this  is  mastered,  close  the  knife  a  Httle  and 
ask  the  children  to  form  the  same  with  their  sticks. 
Call  attention  to  the  size.  Is  it  larger  or  smaller 
than  the  right  angle  ?  Give  the  term  acute  or 
sharp. 

Let  them  repeat,  **  An  angle  smaller  than  a  right 
angle  is  called  an  acute  angle." 

Lead  them  to  see  that  acute  angles  maybe  of  dif- 
ferent sizes  so  long  as  they  are  less  than  a  right  angle. 


5a  EDVCATION  ^F  DOING, 

Let  them  make  these  in  all  positions  and  sizes,  and 
find  similar  ones  in  the  room. 

Then  open  the  knife  further  than  half-way,  again 
refer  to  size,  and  give  the  term  ohtuse  or  blunt. 

Have  them  repeat,  *'  An  angle  larger  than  a  right 
a,ngle  is  called  an  obtuse  angle. ^''  Have  them  make 
the  obtuse  angle  in  all  positions  and  sizes,  and  find 
any  there  may  be  in  the  room. 

Now  have  the  children  place  their  sticks,  so  as 

to  form  two  right  angles,  I  ;  four  right  angles, 
— 1 — ;  one  obtuse  and  onea  cute  angle,        /  ;  two 

obtuse  and  two  acute  angles,    V  ;  and  if  possible 

find  the  same  positions  in  objects  in  the  room.  This 
will  teach  them  to  observe  closely. 

For  a  review  in  angles,  have  the  children  use  the 
sticks  to  form  all  the  large  letters  of  the  alphabet 
composed  of  straight  lines.  Have  the  children  find 
all  the  angles  in  each  letter,  tell  what  kind,  and  how 
many  of  each. 


EXERCISES  WITH  WIRE  TO   TEACH  CURVED 
LINES, 

FOR  SECOND  YEAR. 

Provide  the  children  with  short  pieces  of  stiff, 
yet  pliable  wire.  Ask  them  what  they  can  do  with 
their  wires  that  they  could  not  do  with  their  sticks. 


EXERCISES   WITH  PINS,  57 

Ask  them  to  bend  their  wires  in  different  positions. 
Ha,ve  them  make  similar  hnes  on  the  board.  Try 
to  have  them  make  all  the  positions  themselves — as 
cui'ved,  crooked,  broken,  waved,  spiral,  circle,  and 
half  or  semi-circle.  If  they  do  not  get  them  readily, 
direct  their  attention  to  objects  which  contain  them. 
Show  a  ring,  arch,  spring,  draw  a  spider's  web, 
waves,  etc.  Eefer  to  straight  parallel  lines,  and 
then  ask  for  curved  parallel  hnes. 


EXERCISES  WITH  OBJECTS  TO  TEACH 
SURFACES, 

FOB  SECOND  YEAB. 

The  teacher  may  be  provided  with  a  box  of  forms, 
and  each  child  with  a  bag,  containing  blocks,  balls, 
marbles,  tops,  and  beans. 

First,  develop  the  idea  of  outside.  Open  the  box 
of  forms  and  ask  where  the  blocks  are.  When  the 
term  inside  has  been  given,  close  the  box,  and  ask 
what  part  of  the  box  they  now  see ;  or  place  the 
hands  over  the  box,  touching  all  parts  of  it,  and  ask 
what  part  is  touched.  When  the  term  outside  has 
been  given,  give  the  statement:  "The  outside  of 
anything  is  called  the  surface." 

Have  the  children  touch  the  surface  of  their 
blocks,  marbles,  tops,  books,  slates,  and  desks. 

Ask  the  children  to  roll  their  balls  or  marbles ; 
then  ask  them  to  roll  their  blocks.  Why  cannot 
the  blocks  be  rolled  like  the  balls  or  marbles  ?  If  they 


5S  EDUCATION  BY   DOING. 

fail  to  give  the  term,  ask  some  one  to  draw  the  ball 
on  the  board ;  another  the  block. 

What  lines  were  used  in  drawing  the  block  ?  In 
drawing  the  ball  ?  If  the  ball  has  a  cm*ved  line, 
what  shall  we  say  of  its  surface  ?  What  could  we 
do  with  the  balls  that  we  could  not  do  with  the 
blocks  ?  State — "  A  surface  that  wiU  roll  is  called  a 
curved  surface." 

Have  the  children  find  all  the  curved  surfaces 
among  their  own  objects,  then  select  them  from  the 
box  of  forms. 

Ask  the  children  to  touch  one  part  of  the  surface 
of  their  blocks,  another,  and  another ;  see  how  many- 
parts  they  can  find.  State — "A  pai*t  of  the  surface 
is  called  a  face." 

How  many  faces  have  the  blocks  ?— the  books  ?— 
the  slates  ? — the  balls  ?— the  marbles  ? 

Compare  the  faces  of  the  cube  with  the  ball,  mar- 
ble and  cone.  State — **  Some  faces  are  cm:ved  and 
some  are  plain." 

What  kind  of  a  face  has  the  slate  ?— -the  door- 
knob ? — the  cup  ?— the  globe  ? — the  egg  ? — ^the  desk  ? 

Ask  them  to  touch  the  place  where  the  faces 
meet.  Refer  to  the  edge  of  the  desk,  table,  and 
chair.  State — "The  place  where  the  faces  meet  is 
called  the  edge."  Compare  the  straight  and  curved 
edges.  State— "Some  edges  are  straight  and  some 
are  curved." 

Have  them  fiind  the  two  kinds  of  edges  among 
the  foi*ms  and  objects  in  the  room.    Ask  them  to 


EXERCISES   WITH  STICKS.  50 

find  the  place  where  the  edges  meet  on  their  blocks 
and  other  objects.  State — "The  place  where  the 
edges  meet  is  called  the  comer." 

Have  them  find  all  the  comers  they  can. 


EXERCISE  WITH  CLAY  TO  TEACH  FORM. 

If  practicable,  provide  each  child  with  a  small 
piece  of  board  containing  wet  clay.  Where  the 
class  is  too  large,  have  a  large  tray  or  box  contain- 
ing the  clay,  and  allow  two  or  three  children  to  work 
at  one  time,  while  the  class  look  on,  and  criticise  the 
work.  When  necessary,  different  ones  may  be  ap- 
pointed to  rectify  mistakes ;  thus  all  may  be  kept 
interested. 

As  in  previous  lessons,  begin  with  a  talk  about 
clay.  What  kind  of  a  substance  ?  Where  obtained  ? 
Of  what  use  ?  Speak  of  bricks ;  have  one  to  show. 
If  convenient,  present  other  objects  made  of  clay ; 
speak  of  their  manufactm*e,  or  what  is  better,  let  the 
children  find  out  as  much  as  possible  for  themselves, 
and  relate  at  the  next  lesson. 

Have  the  children  first  make  a  ball  or  sphere  of 
clay.  What  kind  of  a  surface  has  it  ?  How  many 
hemispheres  can  be  made  of  it  ?  Let  them  cut  it 
with  a  knife.  What  part  of  the  sphere  is  the  hemi- 
sphere ?  What  does  hemi  mean  ?  How  many  halves 
in  a  sphere  ?  in  an  apple  ?  in  anything  ?  How  many 
faces  has  it  ?  What  kind  ?  What  edges  ?  Let  them 
place  the  two  halves  together,  then  press  it,  and 


60  EDUCATION   BY   DOING. 

make  an  oblate-spheroid;  then  make  it  round  again, 
and  taper  one  end  for  an  ovate-spheroid  or  egg- 
shape.  Return  again  to  the  sphere,  and  cut  off  each 
side  for  a  cube.  Review  the  shape  as  to  faces,  edges 
and  Cornell.  Roll  it  out  for  a  cylinder,  cut  off  sides 
for  square  prism ;  if  possible  cut  it  in  two  for  trian- 
gular prism.    Then  form  pyramids,  cones,  etc. 

Let  them  make  the  shapes  of  different  kinds  of 
fruit,  using  httle  sticks  for  stems ;  for  strawberries 
they  could  make  Httle  indentures  with  pins  for  the 
seeds.  Have  a  talk  about  each  kind  of  finiit,  and 
when  practicable,  present  the  natural. 

Have  a  lesson  on  the  bird's  nest,  and  let  them 
mould  it  in  clay,  and  make  the  eggs  and  place  in  it. 
Let  them  give  a  list  of  the  names  of  little  birds.  A 
great  variety  of  objects  can  be  made,  as  well  as 
cakes,  pies  and  bread,  and  a  little  lesson  on  each  be 
given.  The  children  will  exercise  their  own  ingenu- 
ity and  devise  many  new  forms. 


EXERCISES  WITH  STICKS  TO  TEACH  PLANE 
FIGURES. 

FOR  SECONB  YEAB. 

Ask  the  children  to  make  a  right  angle  and  en- 
close it  with  a  third  stick. 

How  many  sticks  did  you  use  ? 
How  many  angles  have  you  made  ? 
How  many  sides  has  the  figure. 


EXERCISES   WITH  STICKS.  CI 

State — ''A  figure  having  three  sides  and  three 
angles  is  called  a  triangle;  tri  means  three." 

Always  be  careful  to  develop  the  idea  before  giv- 
ing the  term,  and  in  giving  the  definition,  to  place 
the  term  at  the  end. 

In  forming  this  triangle,  ask  them  what  angle 
they  made  first.  Define,  "A  triangle  that  has  a 
right  angle  is  called  a  right-angled  triangle.'*^ 

Have  the  children  turn  it  around  in  various  posi- 
tions to  see  that  it  still  remains  a  right-angled  trian- 
gle.   Ask  what  the  other  angles  are. 

Have  them  make  an  obtuse  angle  and  form  into 
a  triangle.  Define,  *'Aq  angle  that  has  an  obtuse 
angle  is  called  an  ohtuse-angled  triangle.^'' 

What  other  angles  has  this  triangle  ?  Have  them 
make  an  acute  angle  and  convert  into  a  triangle. 
What  kind  of  angles  has  this  triangle  ?  Define,  "A 
triangle  that  has  three  acute  angles  is  called  an  acute- 
angled  triangle.^"* 

Have  them  select  from  the  box  of  forms  all  the 
triangles,  tell  what  kind  they  are,  and  how  they 
know. 

If  practicable,  give  them  pieces  of  paper  and  small 
blunt  scissors,  and  let  them  cut  out  all  the  different 
triangles.  If  this  cannot  be  done  in  school,  let  them 
do  it  at  home  and  bring  to  school. 

Next  proceed  to  the  square.  Point  to  one  in  the 
room  or  draw  one  on  the  board,  and  let  them  copy 
with  their  sticks.  How  many  angles  has  this  ? 
What  kind  ?    How  many  sides  ?    Wlaat  can  you 


62  EDUCATION  BY   DOING, 

say  of  the  sides  ?  If  they  do  not  give  the  right  term, 
have  them  measure  the  sides.  Define,  "A  figure 
that  has  four  equal  sides  and  four  right  angles  is 
called  a  square,'''' 

Have  them  divide  the  square  ohhquely  and  tell 
what  they  find.  Then  let  them  divide  it  across,  and 
question  as  to  the  angles,  sides,  and  length  of  sides. 

Give  definition,  "A  figure  that  has  four  right 
angles  and  four  sides,  two  of  which  are  longer  than 
the  other  two,  is  called  an  ohlongy 

In  what  a;re  the  square  and  oblong  alike  ?  In 
what  are  they  different  ? 

Refer  to  objects  in  the  room,  such  as  slates,  books, 
desks,  windows,  doors,  tables,  paper  and  envelopes. 

Then  proceed  in  a  similar  manner  to  form  the 
rhomb,  rhomboid,  trapezoid,  trapezitim,  pentagon, 
hexagon,  heptagon,  octagon,  etc. 


EXERCISES  WITH  PAPER  TO  TEACH  FORM, 

FOR  SECOND  TEAR. 

Furnish  the  children  with  short,  narrow  pieces 
of  colored  paper  and  cards,  or  small  pieces  of  paste- 
board or  box-covers,  the  size  of  cards.  Dissolve  five 
cents'  worth  of  gum  tragacaiith  in  a  bowl  of  water, 
and  pour  into  small  butter-plates,  placing  one  plate 
for  the  use  of  every  two  children. 

The  children  may  paste  the  papers  on  their  cards, 
using  all  the  positions  of  straight  lines,  angles,  and 
figures  enclosed  with  straight  lines  which  they  have 


EXERCISES    WITH  SHOE-PEGS.  63 

learned.  The  teacher  may  have  these  previously 
drawn  upon  the  board  for  the  children  to  copy. 

As  it  will  take  many  days  for  them  to  finish  their 
sets,  they  may  have  small  rubber  bands  to  sUp  over 
their  cards;  the  top  cards  may  have  their  names 
written  upon  them,  that  they  may  have  their  own 
package  another  time.  When  a  set  is  completed  it 
may  be  laid  aside  for  review,  and  at  the  close  of  the 
term  given  to  the  child. 

When  the  children  become  expert  in  this  work, 
they  may  be  furnished  with  muslin  scrap-books, 
which  when  filled  may  be  laid  aside  for  exhibition. 


EXERCISES  WITH  SHOE-PEGS  IN  TEACHING 
FORM  AND  NUMBER. 

FOR  SECOND  YEAR. 

The  children  may  arrange  the  pegs  on  the  boards* 
in  all  the  forms  of  plain  figures,  and  when  caUed 
upon,  be  able  to  teU  the  forms  and  the  number  of 
pegs  used  in  each. 

The  plain  figures  may  be  drawn  upon  the  board, 
the  children  may  make  them  with  the  pegs  on  their 
boards,  then  copy  them  upon  their  slates,  writing  by 
each  form  the  number  of  pegs  used  in  making  it. 

They  may  also  make  the  same  designs  and  forms 
that  they  make  with  the  pegs  without  the  boards. 

They  may  imagine  the  board  to  be  a  garden, 

♦  Blentioned  In  the  previous  chapter  on  Number. 


V       OF  THB^^. 

UBri7BRSIT7l 


64  EDUCATION   BY   DOING, 

which  they  may  fence  with  the  pegs,  by  placing  a 
row  all  around  the  outside ;  they  may  make  gate- 
ways and  paths.  They  may  plant  flowers  by  plac- 
mg  two  or  three  pegs  in  one  hole,  or  by  placing  small 
pieces  of  colored  papers  on  the  pegs.  When  called 
upon  they  may  tell  how  many  pegs  are  in  their 
fence,  and  name  the  different  kinds  of  flowers  they 
have  planted.  The  teacher  may  suggest  a  particular 
season  and  have  them  plant  flowers  appropriate 
to  it. 

For  variety,  they  may  have  vegetables  or  trees 
instead  of  flowers.  They  may  be  left  to  amuse 
themselves  in  this  way  when  the  teacher  is  other- 
wise employed. 


EXERCISES  WITH  BLOCKS  IN  TEACHING 
SOLID  FIGURES, 

FOR  IlAITER  part  OF  SECOND  OR  FIRST  PART  OF  THIRD  YEAR. 

Eeview  the  previous  lessons  on  surfaces  (page  57). 
Have  each  one  take  a  cube  and  count  the  faces. 
Compare  the  faces  of  the  cube  with  the  marble  or 
ball,  and  ask  what  kind  of  faces  it  has.  What  shape 
are  its  faces  ?  How  many  edges  has  it  ?  What  kiad 
of  edges  ?  How  many  comers  ?  State — *'  The  cube 
has  six  plain,  square  faces,  twelve  straight  edges, 
and  eight  corners." 

Present  a  square  prism  and  have  them  count  the 
faces,  edges,  and  corners.  What  is  the  difference 
between  the  prism  and  cube  ?    If  they  do  not  read- 


EXERCISES    WITH  BLOCKS.  65 

ily  tell  the  difference,  call  attention  to  the  oblong 
faces.  Have  them  count  the  oblong  faces  and  the 
square  faces.  State — "A  square  prism  has  four 
plain  oblong  faces,  two  plain  square  faces,  twelve 
straight  edges,  and  eight  comers." 

Present  the  triangular  prism,  and  have  them 
count  all  the  faces.  Have  them  notice  the  shapes  of 
the  faces,  and  tell  the  number  of  each.  Place  the 
square  and  triangular  prisms  together  and  call  the 
attention  of  the  scholars  to  the  ends  of  each.  Point 
to  the  square  prism  and  ask  what  shape  the  end  is ; 
then  ask  its  name.  Point  to  the  triangular  prism 
and  ask  its  shape,  and  what  name  could  be  given  to 
it.  State — *'  A  triangular  prism  has  three  plain  ob- 
long faces,  two  plain  triangular  faces,  nine  straight 
edges,  and  six  corners." 

The  hexagonal  prism  may  be  treated  in  a  similar 
manner.  When  it  has  been  thoroughly  examined, 
state — "A  hexagonal  prism  has  six  plain  oblong 
faces,  two  plain  hexagonal  faces,  eighteen  straight 
edges,  and  twelve  comers." 

The  cylinder  may  now  be  examined.  Let  the 
children  see  how  many  and  what  kinds  of  faces  and 
edges  it  has,  and  state,  * '  The  cylinder  has  one  cm^ed 
face,  two  plain  faces,  and  two  curved  edges." 

The  pyramids  may  be  shown.  Let  some  one  find 
the  point  where  the  faces  touch,  and  give  the  term 
apex;  some  one  else  touch  the  part  on  which  it 
stands,  and  give  the  term  base.  Speak  of  the  Pyra- 
mids of  Egypt.    Have  them  count  and  describe  the 


66  I^DUCATION  BY  DOING. 

faces  and  edges  ot  the  square  and  trianguiar  pyra- 
mids. State — "  The  square  pyramid  has  one  square 
plain  face  called  the  base,  four  triangular  plain  faces 
meeting  in  a  point  called  the  apex,  and  eight  straight 
edges."  "  The  triangular  prism  has  one  triangular 
plain  face  called  the  base,  three  triangular  plain 
faces  which  meet  in  a  point  called  the  apex,  and  six 
straight  edges." 

Note.    These  forms  may  be  made  of  pasteboard 
and  covered  with  colored  paper. 


EXERCISES  WITH  MOULDING-BOARD  TO 
TEACH  GEOGRAPHY. 

FOB  SECOND  AND  THIKD  YBABS. 

Have  a  board  4x5  feet  made,  with  a  rim  around 
the  edge  an  inch  high.  Upon  this  board,  which 
should  be  adjusted  to  a  table  or  desk,  put  half  a 
biishel  of  moulding  sand,  such  as  may  be  had  from 
a  foundry ;  or,  if  this  is  impracticable,  a  half -bushel 
of  moist  loam,  sifted,  will  answer  the  purpose  well. 
With  the  use  of  blocks,  toy-houses,  trees,  animals, 
large  and  small  pieces  of  looking-glass,  green  tissue 
I)aper,  narrow  blue  ribbon  or  tape,  small  twigs  for 
evergreen  trees,  shells,  and  stones,  the  principal 
definitions  in  geography  may  be  practically  and  im- 
pressibly  taught. 

When  the  class  is  small,  it  is  best  to  have  all  the 
scholars  gather  around  the  moulding-board;   but 


EXERCISES    WITH  MOULDING-BOARD,     67 

where  the  class  is  large,  a  part  may  gather  around 
the  board,  while  the  others  observe  and  suggest. 
The  teacher  should  be  careful  to  give  every  pupil  his 
proportion  of  time  at  the  moulding-board. 

Sea-shore. — Place  a  large  piece  of  looking-glass 
on  one  side  of  the  moulding-board,  and  fill  the  rest 
with  sand. 

Tell  the  children  you  will  have  a  talk  with  them 
about  the  earth  or  world  in  which  they  Hve. 

On  what  do  the  ships  sail  ?  On  what  are  houses 
built  ?  What  two  things  are  found  on  the  earth  ? 
What  have  we  to  represent  the  water  on  this  board  ? 
What  the  land  ?  Who  will  find  the  place  where  the 
water  and  land  come  together  ?  Does  any  one  know 
what  we  call  the  place  where  the  land  touches  the 
water  ?  Give  the  term  coast  or  shore.  When  sail- 
ors go  far-off  on  the  water,  where  do  we  say  they 
have  gone  ?  What  may  we  call  this  water  ?  What 
may  we  call  this  shore  or  coast  ?  How  many  have 
ever  been  to  the  sea-shore  ?  How  does  the  water  of 
the  sea  taste  ?  If  they  do  not  know,  place  some  salt 
in  water  and  have  them  taste  it.  Of  what  use  is  the 
sea  ?  Speak  of  the  water  rising,  fonninginto  clouds, 
and  returning  in  rain.  Could  we  live  without  wa- 
ter? What  is  the  water  always  doing?  Show  a 
picture  where  waves  are  represented.  If  you  were 
close  by  the  sea-shore,  on  what  would  you  be  stand- 
ing ?  Show  pictures  of  both  sandy  and  rocky  sea- 
shores. What  name  do  we  give  to  a  sandy  sea-shore  ? 
What  are  found  on  the  beach  ?    Let  some  one  place 


68  EDUCATION  BY  DOING. 

shells  on  the  beach.  Some  one  else  make  part  of  it 
rocky  by  placing  rough  stones  on  it.  What  is  found 
on  the  rocks  ?  Show  sea-weed,  if  possible.  What 
are  found  on  some  rocks  deep  in  the  water  ?  Pre- 
sent sponges.  Tell  them  how  they  are  obtained. 
Would  you  like  to  sail  around  this  coast  on  a  dark, 
stormy  night  ?  Show  a  picture  of  a  shipwreck. 
What  might  happen  to  the  ship  ?  What  do  people 
build  on  the  coast  to  help  the  sailors  ?  Show  a  pic- 
ture of  a  Ughthouse.  Let  some  one  build  a  light- 
house with  blocks.  What  do  people  put  out  on  the 
water  that  floats,  to  direct  sailors  ?  Speak  of  buoys. 
Speak  of  the  life-saving  service.  Name  some  things 
found  in  the  water.  How  do  people  get  shell-fish  ? 
What  time  of  year  do  people  like  to  visit  the  sea- 
shore ?  Why  ?  What  do  many  people  go  for  in  the 
warm  weather  ?  What  kind  of  a  coast  is  best  for 
bathing  ? 

This  conversation  includes  several  lessons.  It  is 
given  in  full  to  show  how  the  lessons  may  be  given. 
It  may  be  improved  upon  according  to  the  abihty  of 
the  teacher. 

Mountains  and  Valleys. — Let  one  of  the  chil- 
dren pile  up  the  sand  at  one  end  of  the  moulding- 
board.  Who  can  give  a  name  for  what  has  been 
made  ?  Who  wiU  make  it  a  very  high  hill  ?  Can 
any  one  give  this  a  name  ?  Show  me  from  what 
part  of  it  you  could  see  the  farthest.  Give  the  term 
summit.  If  you  were  going  up  the  mountain,  show 
where  you  would  begin  to  ciimb.    Grive  the  term 


EXERCISES    WITH  MOULDIEG-BOARD.      60 

hose.  In  going  from  the  base  to  the  summit,  show 
me  over  what  part  you  would  journey.  Give  the 
term  sides.  What  would  you  be  likely  to  find  on 
the  sides  of  the  mountain  ?  Show  picture  of  a  moun 
tain  with  trees.  Let  the  children  plant  the  sprigs  of 
evergreen  in  a  portion  of  the  sides.  What  do  we 
call  a  place  where  there  are  a  great  many  trees  ? 
Very  large  woods  have  another  name.  Give  term 
forest.  Name  some  forest  trees.  If  you  were  going 
to  climb  a  mountain,  what  would  you  take  in  your 
hand  to  help  you  ?  Why  ?  If  you  were  thirsty, 
what  would  you  hunt  for  ?  Where  does  the  water 
of  a  spring  come  from  ?  How  does  it  taste  ?  What 
would  you  find  running  from  the  spring  ?  What 
name  would  we  give  it  ?  What  would  you  find  in 
the  bottom  of  the  brook  ?  How  could  you  cross  the 
brook  ?  What  does  the  brook  do  that  children  do  ? 
What  part  of  the  mountain  is  the  coldest  ?  Do  you 
know  what  is  found  on  the  tops  of  very  high  moun- 
tains ?  Let  some  one  place  cotton  on  the  top  for 
snow.  Are  the  sides  of  the  mountains  always  cov- 
ered with  trees  ?  Show  picture  of  a  rocky  moun- 
tain. Place  stones  on  the  sides  where  the  trees  were 
not  placed.  How  many  ever  found  large  holes 
among  the  rocks  ?  Let  them  form  a  cave  with  the 
stones.  Speak  of  wild  animals  and  theii;'  houses. 
Speak  of  some  of  the  wonderful  caves.  Eelate 
stories — historical  or  other.  If  we  were  going  to 
cUmb  the  mountain,  show  me  the  direction  we  would 
take.    How  many  think  we  would  go  straight  up  ? 


to  EDUCATION  BY  DOINa, 

Why  not  ?  Show  a  winding-path  in  the  mountain. 
Show  picture  where  mules  are  used.  What  animal 
is  in  the  picture  ?  Why  is  the  mule  or  donkey  used 
instead  of  a  horse.  Make  a  narrow,  winding  path  up 
the  mountain.  What  do  people  find  by  digging 
down  into  the  mountain  ?  If  possible  have  ore  to 
show.  Coal  at  least  can  be  presented.  Show  picture 
of  a  mine,  and  have  a  talk  about  it.  Loosen  part  of 
the  sand,  and  show  what  sometimes  happens  on  the 
mountains;  have  a  few  houses  in  the  way  of  the 
avalanche.  If  people  wanted  to  go  by  cars  from  one 
side  of  the  mountain  to  another,  where  would  the 
railroad  be  built?  Why  around  instead  of  over? 
If  they  wanted  to  go  the  nearest  way,  or  if  there 
were  many  mountains  and  no  low  vaUeys,  how 
could  they  manage  ?  Show  picture  of  a  tunnel.  If 
possible,  make  one.  Let  some  one  form  another 
mountain.  Have  some  one  find  the  place  between. 
Ask  what  it  is  caUed.  Where  would  the  greater 
number  of  houses  be,  on  the  mountain  or  in  the  val- 
ley ?  Why  ?  What  birds  like  to  build  their  nests 
among  the  rocks  of  mountains  ?  Show  the  eagle  and 
nest.  What  animals  hke  to  climb  the  mountains  ? 
Show  pictures  of  the  deer,  chamois,  goats  and  sheep. 
Relate  stories  of  the  travelers  in  the  Alps. 

Volcano. — Have  children  make  a  mountain.  The 
teacher  may  make  a  hole  in  it,  and  place  a  burning 
candle.  What  shall  we  call  this  kind  of  a  moun- 
tain ?    How  many  would   like  to  live  on  such  a 


EXERCISES    WITH  MOULDING-BOARD.     71 

mountain  ?  Why  not  ?  Speak  of  Vesuvius  and  the 
buried  cities.    Show  pumice-stono. 

Desert. — Have  the  sand  leveled  off,  with  noth- 
ing upon  it.  TeU  the  children  there  are  places  on 
the  earth  where,  as  far  as  they  could  see,  there 
would  be  nothing  but  sand.  Does  any  one  knov/ 
the  name  of  such  a  place  ?  If  no  one  does,  give  the 
term  desert.  Would  people  build  houses  in  such  a 
place  ?  Why  not  ?  What  is  one  of  the  things  that 
we  cannot  hve  without  ?  Tell  them  of  the  necessity 
of  traveling  sometimes  in  such  coimtries,  of  the  kind 
of  animals  used,  and  why.  Show  a  picture  of  a 
camel.  Speak  of  his  feet,  his  bag  for  carrying  water, 
and  his  hump  for  storing  away  his  fat.  Speak  of 
the  kind  of  food  people  carry  in  the  desert,  and  the 
leather  bottles  they  use  for  water.  Speak  of  the 
oases,  and  make  them  by  planting  a  few  trees  and 
placing  a  small  glass  for  the  spring.  Show  picture 
of  pahn  trees,  and  speak  of  their  multiplicity  of  uses. 
Mention  the  wind  storms,  and  pile  up  httle  mounds 
of  sand.  TeU  them  what  the  camels  and  people  do 
at  such  times.  TeU  them  where  the  largest  desert 
is.     Speak  of  the  ostrich,  and  show  picture. 

Spring,  River,  Lake. — Slope  the  sand  towards 
one  end ;  make  a  large  depression  in  one  part  of  it. 
In  the  highest  part  place  a  cup  or  bowl  of  water  at 
a  distance  from  the  depression ;  place  a  few  smaU 
stones  in  the  path  between  the  bowl  and  depression, 
lip  the  bowl,  allowing  the  water  to  run  out  slowly, 
but  fast  enough  to  make  for  itself  a  channel ;  let  the 


72  EDUCATION  BY   DOING. 

children  notice  how  it  runs,  changing  its  course 
when  any  obstruction  is  in  the  way,  and  filhng  up 
the  depression,  which  will  answer  for  the  lake.  Tell 
them  the  bowl  is  the  spring ;  if  convenient  have  two 
springs,  and  arrange  so  the  streams  will  flow  to- 
gether. Speak  about  a  real  spring ;  ask  where  the 
water  comes  from,  and  what  it  makes.  When  sev- 
eral streams  flow  together,  what  do  they  make  ? 
Let  them  tell  how  the  lake  was  made.  Give  the 
name  of  the  stream  that  flows  into  the  lake,  also  the 
name  given  to  one  that  flows  out  of  the  lake.  Speak 
of  the  river,  its  banks,  bed,  uses,  etc. 

Islands,  Peninsulas,  Capes. — Place  a  large  piece 
of  looking-glass  on  the  moulding-board ;  let  the  sand 
run  down  on  it  for  peninsulas ;  make  several  points 
for  capes ;  place  httle  piles  of  sand  on  the  glass  for 
islands.  Question  to  bring  out  the  right  answers. 
Speak  of  coral  islands;  have  a  piece  of  coral  to 
show. 

Seas,  Gulfs,  Bays. — Arrange  the  peninsulas  so 
the  glass  will  extend  into  the  land.  Lead  the  chfl- 
dren  to  see  that  the  water  of  seas,  gulfs  and  bays  is 
always  salt,  as  it  is  really  part  of  the  ocean. 

Isthmuses,  Straits. — Make  the  peninsulas  so  as 
to  form  isthmuses,  and  arrange  the  islands  to  form 
straits.  Speak  of  canals,  and  make  them  through 
the  isthmuses. 

When  aU  the  definitions  have  been  given,  let  the 
children  arrange  what  the  teacher  calls  for,  the 
class  deciding  whether  it  is  right ;  or  let  the  children 


EXERCISES   WITH  MOVLDING-BOABD.     73 

make  anything  they  choose,  and  the  class  tell  what 
they  have  made,  and  give  definitions. 

Village,  City. — Use  toy  houses  and  trees  to  re^ 
present  a  village ;  ribbon  or  tape  may  be  used  for  a 
river ;  a  bridge  of  blocks  may  be  built  over  it.  A 
pleasant  conversation  may  follow  about  a  viUage. 
Let  them  tell  the  difference  between  a  village  and 
city,  and  convert  the  village  into  a  city  by  placing 
the  houses  close  together,  making  sidewalks,  rail- 
roads, etc. 

Meadows. — Green  tissue  paper  may  represent 
grass ;  horses,  cattle  and  sheep  may  be  placed  on  it ; 
a  tree  here  and  there ;  a  wooden  or  stone  fence  built 
around  it — sticks  stuck  in,  crossing  each  other,  wiU 
do  nicely.  Let  the  children  tell  and  do  all  they  can, 
the  teacher  simply  filling  up  and  rounding  out. 

Particular  parts  of  the  earth  may  be  repre- 
sented. 

Cold  Regions. — Cotton  may  be  laid  down  for 
snow,  and  piled  up  for  icebergs.  Esquimaux  huts 
may  be  built  of  blocks,  and  covered  with  cotton 
for  snow,  or,  in  winter,  use  snow.  Pictures  of  the 
people  and  animals  may  be  shown  and  talked  about. 
Encourage  the  children  to  make  inquiries  and  find 
out  all  they  can  for  themselves. 


U  MDVCATION   BY   DOING, 


EXERCISES  WITH  FLAGS  IN  TEACHING 
GEOGRAPHY, 

The  children  may  be  furnished  with  small  flags 
of  all  nations.  These  may  be  purchased  in  paper 
sheets  at  the  stationer's  for  a  small  sum.  They  may 
be  cut  out  and  to  make  them  more  durable,  may 
be  pasted  on  muslin  and  sewed  to  small  sticks,  which 
come  in  bundles. 

First  speak  of  flags  generally,  the  significance  of 
plain  colors,  their  being  used  as  signs;  the  white 
flag  as  the  token  of  peace  or  safety;  red,  war  or 
danger ;  yellow,  sickness,  etc.  Ask  if  any  have  ever 
seen  these  colors  used,  and  where. 

Let  the  children  find  the  flag  of  their  own  coun- 
try; have  them  describe  it;  ask  what  colors  they 
see;  speak  of  the  meaning  of  the  colors:  red,  love; 
white,  purity ;  blue,  truth.  Ask  how  many  stripes 
it  has;  why  thirteen;  how  many  are  white,  how 
many  are  red.  Have  them  count  the  number  of 
stars ;  ask  how  many  the  large  flags  have ;  if  con- 
venient, have  a  large  one  to  show.  Ask  what  the 
stars  represent,  and  how  many  the  first  flags  had ; 
why  we  have  more  now.  Give  a  short  history  of 
the  flag,  to  arouse  patriotism. 

Speak  of  the  significance  of  the  flags  of  different 
countries ;  how  they  should  be  treated ;  when  they 
are  raised ;  when  at  half-mast ;  why  used  on  vessels. 

Have  a  map  of  the  world  before  the  class ;  have 


EXERCISES   WITH  FLAGS.  75 

the  countries  pointed  out ;  speak  of  the  people,  cli- 
mate, productions,  animals,  etc.  Name  some  of  the 
most  prominent  mountains,  rivers,  cities,  etc. 

Taking  one  country  for  a  lesson,  the  principal 
points  may  be  written  on  the  board,  then  copied  and 
learned  by  the  children,  and  reproduced  on  their 
slates  the  following  day. 

First  take  the  countries  the  children  know  the 
most  about,  and  will  be  likely  to  be  most  interested 
in.  Give  a  country,  or  let  them  choose  one  to  find 
out  about  for  the  succeeding  lesson. 

For  review,  ask  for  a  certain  flag,  and  have  all 
hold  it  up,  one  or  more  point  out  the  country,  and 
each  one  tell  some  fact  concerning  it ;  also  have  each 
one  present  a  different  flag,  and  tell  all  he  can  about 
the  country.  Geography  will  thus  be  made  a  most 
enjoyable  study,  while  the  children  will  gather  and 
retain  much  more  knowledge  than  from  books. 

The  children  may  pretend  they  live  in  certain 
countries,  and  tell  why  they  like  or  dishke  it ;  how 
they  need  to  dress ;  if  they  are  farmers,  what  they 
are  cultivating;  if  merchants,  what  they  are  buying 
and  selling;  always  making  the  peculiarities  of  the 
countries  prominent.  They  may  also  pretend  they 
are  on  board  of  a  ship  under  a  certain  flag;  they 
may  tell  of  what  their  cargo  consists,  where  they 
are  going,  in  what  direction  and  through  what  wa- 
ters, what  their  return  cargo  will  be,  etc. 

Great  variety  is  thus  attained,  while  interest  and 
delight  must  necessarily  follow. 


Id  EDUCATION   BY  DOmG. 

Have  the  children  hunt  up  as  much  as  possible 
for  themselves ;  ways  may  be  suggested,  books  con- 
sulted and  friends  asked.  The  effort  made  to  get  the 
information  will  make  it  lasting.  If  the  desire  for 
knowledge  be  implanted,  the  teacher  is  doing  a 
successful  work. 

For  still  fiu-ther  variety,  the  teacher  may  give 
the  pecuHarities,  and  the  children  guess  the  country 
and  raise  the  flag.  The  teacher  may  teU  a  story, 
taking  an  imaginary  trip  around  the  world ;  as  the 
country  is  mentioned  or  suggested,  the  children  may 
raise  the  flag  of  the  country. 

When  beginning  to  learn,  so  as  not  to  confuse  the 
children,  only  a  few  flags  may  be  used,  and  others 
added  as  the  lessons  proceed. 


EXERCISES  WITH  GELATINE  PAPERS  TO 
TEACH  COLOR. 

FOR  FIRST,  SECOND  AND  THIRD  TEARS. 

Provide  the  children  with  envelopes  containing 
small  pieces  of  blue,  yellow,  red,  and,  if  procurable, 
green,  orange  and  purple  gelatine  papers.  The 
teacher  should  be  supplied  with  a  great  variety  of 
colored  objects,  such  as  worsteds,  strings  of  beads, 
papers,  cambrics,  glass,  ribbons,  crayons,  flowers, 
color-charts,  etc.  Numerical  frames  containing  the 
primary  and  secondary  colors,  may  now  be  obtain- 
ed, which  wiU  be  of  great  assistance. 


EXERCISES    WITH   GELATINE   PAPERS.     77 

The  teacher  may  select  a  blue  object  and  hold  it 
up  before  the  children ;  ask  them  to  find  the  same 
color  among  their  papers ;  call  upon  some  to  name 
it.  Have  them  select  all  the  blue  objects  from  the 
teacher's  collection,  and  name  the  different  things 
they  know  that  are  blue.  Teach  the  yellow  and 
red  in  the  same  way.  Have  the  children  name  the 
three  colors,  pointing  to  each,  and  give  the  term 
primary  colors.  Ask  the  color  of  the  sky,  butter- 
cups, fire,  etc. 

Have  the  children  place  their  pieces  of  blue  and 
yellow  papers  together;  hold  them  up  so  the  light 
will  shine  through  them,  ask  what  color  is  made, 
and  what  colors  produced  it.  Have  them  select  all 
the  greens,  and  name  things  of  that  color.  In  the 
same  way,  have  them  place  their  blues  and  reds  to- 
gether, also  their  reds  and  yellows.  Let  them  give 
the  three  new  colors  made,  and  give  the  term  second- 
ary colors.  Drill  thoroughly  on  the  combinations. 
Placing  the  colors  together  and  seeing  for  themselves 
will  fix  the  combinations  in  their  minds. 

The  tertiary  colors  may  be  taught  in  the  same 
way.  If  the  secondary  colors  in  gelatine  papers 
cannot  be  obtained,  glass  maybe  used  instead.  Now 
test  the  children  in  all  the  colors  learned ;  have  them 
select  an  object,  state  the  color,  and  whether  it  is 
primary,  secondary  or  tertiary;  if  not  primary,  of 
what  colors  it  is  composed.  When  they  cannot 
answer  readily,  allow  them  to  refer  to  their  papers. 

The  shades  may  be  taught  from  the  color  chart. 


78 


EDUCATION  BY  DOING. 


Encourage  the  children  to  bring  as  many  shades  as 
they  can  find. 

The  colors  of  the  rainbow  may  be  nicely  shown 
by  means  of  a  triangular  glass  prism.  The  colors 
may  be  thrown  on  the  wall  or  on  a  piece  of  white 
muslin  fastened  up  for  the  purpose.  Explain  to 
them  the  formation  of  the  rainbow. 

Teach  the  colors  that  harmonize  by  arranging 
worsteds  or  flowers  together,  and  leading  the  chil- 
dren to  decide  what  colors  look  well  together. 

When  the  children  are  left  to  themselves,  they 
can  write  on  their  slates  the  colors  learned  and  how 
formed.  They  may  first  copy  them  from  the  board, 
and  afterward  reproduce  them  from  memory. 

The  blackboard  work  may  be  arranged  thus : 


Primary  Colors. 


Blue, 

Yellow, 

Red. 


C  Green — blue  and  yellow. 
Secondary  Colors.   <  Orange — yellow  and  red. 
(  Purple — blue  and  red. 


Tertiary  Colors. 


Colors 
that  harmonize. 


I  Citrine — green  and  orange. 
•<  Russet— orange  and  purple. 
(  Olive — green  and  purple. 

(  Red  and  green — blue  and  yellow. 
<  Blue  and  orange — yellow  and  red. 
(  Yellow  and  pui:ple — blue  and  red. 


Reds. 


Crimson, 

Carmine, 

Scarlet, 

VermiUon, 

Pink. 


Yellows. 


'  Citrine, 
Yellow, 
Lemon, 
Canary, 
Straw. 


EXERCISES    WITH   WORSTED. 


79 


'  Indigo, 

'  Dark  Amber, 

Ultramarine  blue, 

Orange, 

Blues.    - 

Prussian  blue,          Orange.      - 

Salmon, 

Ta'ght  blue. 

Buff, 

Sky  blue, 

Cream. 

"  Olive, 

'  Royal  purple, 

Green, 

Purple, 

Greens.    - 

Emerald  green.     Purples.    - 

Violet, 

Pea  green, 

Lilac, 

Light  green. 

Lavender. 

'  Violet, 

'  Maroon, 

Indigo, 

Brown,                 Colors  of 

Blue, 

Browns.    - 

Russet,                      the 

Green, 

Snuff,                   rainbow. 

Yellow, 

Drab. 

Orange, 

.Red. 

EXERCISES  WITH  WORSTED  TO  TEACH  COLOR. 

A  few  short  pieces  of  worsted,  of  all  colors,  niay 
be  securely  stitched  by  the  machine  between  two 
narrow  pieces  of  dark  muslin,  allowing  the  ends  to 
be  free  for  several  inches.  These  may  be  distributed 
to  the  children. 

They  may  select  the  colors  the  teacher  calls  for, 
or  each  one  may  select  a  color  and  tell  what  it  is, 
and  to  what  class  it  belongs ;  or  one  or  all  may  se- 
lect the  primary  colors,  secondary,  etc. 


EXERCISES  WITH  FLAGS  TO  TEACH  COLOR. 
Muslin  of  different  colore,  cut  in  squares,  and 


80  EDUCATION  BY  DOING, 

sewed  to  sticks  for  flags,  may  be  occasionally  given 
to  the  children  for  variety  in  their  color-lessons. 

They  may  tell  what  color  they  have,  and  name 
all  the  things  they  can  think  of  having  the  same 
color.  If  able  to  write,  they  may  write  a  hst  of 
words,  or  frame  the  words  in  sentences;  as,  "  Grass 
is  green.    Snow  is  white." 

The  teacher  may  relate  a  little  story,  naming  as 
many  colors  as  possible ;  when  the  colors  are  men- 
tioned, the  scholars  having  those  colors  may  stand. 
Instead  of  mentioning  the  colors,  the  names  of  ob- 
jects which  always  have  certain  colors  may  be  used ; 
as  oranges,  violets,  grass,  sky,  dandehons,  lilacs, 
fire,  snow,  coal,  milk,  sunflowers,  lilies,  crows,  etc. 

For  instance :  "  A  little  girl  with  a  dress  the  color 
of  snow,  a  hat  trimmed  with  the  color  of  the  sky, 
shoes  the  color  of  coal,  walked  through  the  grass  to 
pick  some  violets  and  dandehons."  This  will  keep 
their  attention  and  require  them  to  think;  two  very 
desirable  objects.  After  a  time  the  brightest  schol- 
ars may  be  called  upon  to  relate  a  story  instead  of 
the  teacher.     This  will  help  them  in  language. 

The  colors  of  the  rainbow  may  be  taught  and 
given  in  the  flags,  and  when  that  is  mentioned  the 
seven  having  the  colors  may  stand  and  arrange 
themselves  in  the  proper  order. 


EXERCISES    WITH  SHOE-PEGS,  81 


EXERCISES  WITH  SHOE-PEGS  TO  TEACH 
COLOR, 

Packages  of  Diamond  dyes,  in  primary  and  sec- 
ondary colors,  may  be  bought  at  the  grocer's  or 
druggist's  for  five  cents  a  package.  With  very  lit- 
tle trouble  thousands  of  shoe-pegs  may  be  dyed 
beautiful  bright  colors. 

These  will  delight  the  children,  and  may  be  util- 
ized in  color  lessons  alone,  or  in  combining  color 
with  number,  form  and  designs. 

They  may  be  used  with  the  boards  mentioned  in 
another  chapter,  or  simply  on  slates  or  desks. 

The  teacher  may  dictate  the  arrangement,  as  so 
many  of  each  color  placed  together,  certain  forms 
in  certain  colors,  or  the  children  may  arrange  them 
to  suit, their  own  fancies ;  being  able  to  state  when 
finished  what  they  have  done. 


EXERCISES  WITH  FLAGS  TO  TEACH  FORM 
AND  COLOR, 

Make  small  white  muslin  flags,  and  paste  narrow 
strips  of  colored  paper  in  all  the  different  surface 
forms  on  them.  The  sohd  forms  must  be  cut  out  of 
the  sheets  of  colored  paper;  two  or  more  colors  may 
be  used  to  represent  one  solid. 

These  flags  serve  niceljr  in  review  exercises  m 
form  aud  color, 


83  EDUCATION   BY    DOING, 

Each  scholar  may  stand  in  turn  and  state  what 
form  and  color  on  his  flag;  as,  *'  My  flag  has  a  blue 
square,"  or  "My  flag  has  a  cube;  the  sides  are  blue 
and  the  top  is  red." 

The  children  may  also  state  whether  their  color  is 
primary,  secondary,  or  tertiary,  and  describe  the 
form:  as,  "I  have  a  green  triangle;  green  is  a  sec- 
ondary color ;  it  is  made  of  blue  and  yellow ;  a  tri- 
angle has  three  sides  and  three  angles." 

To  vary  the  exercises,  the  teacher  may  ask  for 
all  those  who  have  blue  on  their  flags  to  stand,  and 
call  for  the  other  colors  in  the  same  way ;  also  those 
who  have  certain  forms,  or  all  who  have  angles,  or 
any  particular  kind  of  angles  or  faces. 


EXERCISES  WITH  PICTURES  TO  TEACH 
LANGUAGE, 

Have  a  quantity  of  small  loose  pictures,  cut  from 
old  books  and  papers,  and  picture  advertising  cards. 
Distribute  these  among  the  children.  Have  each 
one  tell  what  he  sees  in  the  picture  and  make  a 
statement  about  each  object ;  as  in  what  position  it 
is;  if  animals,  what  they  are  doing. 

If  the  children  see  and  tell  too  much,  thus  mo- 
nopohzing  the  time  they  may  be  limited  in  their 
oral  recitation  to  a  certain  number  of  sentences. 
Upon  their  slates  they  may  write  as  much  as  the 
time  will  allow. 


EXERCISES    WITH  PICTURES,  83 

When  far  enough  advanced,  they  may  make  up 
Mttle  stories  from  the  pictures,  and  write  them  upon 
their  slates.    This  will  exercise  their  imaginations. 


EXERCISES  WITH  CARDS  TO  TEACH 
LANGUAGE. 

The  following  list  of  cards  may  be  prepared  and 
distributed  to  the  scholars : 

Cards  with  sentences  having  one  or  more  words 
omitted,  to  be  supplied  by  the  children. 

Cards  containing  singular  and  plural  verbs,  to  be 
used  correctly  m  sentences. 

Cards  containing  a  certain  number  of  words  ap- 
propriate for  short  stories;  the  leading  words  in 
stories  with  which  the  children  are  not  familiar  may 
be  chosen.  These  words  may  also  be  used  simply 
for  separate  sentences. 

Cards  containing  names  of  qualities,  as  brittle, 
pUable,  etc.,  for  the  children  to  define  and  give  ex- 
amples. The  qualities  are  supposed  to  have  been 
previously  learned. 

Cards  containing  names  of  objects  which  have  been 
studied  by  the  children,  as  coal,  sponge,  slate,  etc. 

These  cards  may  be  used  for  oral  and  written  ex- 
ercises. They  will  be  a  saving  of  the  teacher's 
time  in  the  class,  be  a  great  help  in  language,  and 
prevent  copying,  as  each  one  has  different  works. 


84  EDUCATION  BY  DOING. 


BUSY-WORK  TO  AID.  IN  READING,   WRITING 
AND  SPELLING. 

Small  cards  containing  separate  words,  which 
may  be  combined  in  sentences,  may  be  done  up  in 
packages  and  distributed  to  the  children,  to  be  ar- 
ranged by  them,  and  then  copied  on  their  slates. 
Extra  noims  and  verbs  may  be  placed  in  each  pack- 
age, so  several  different  sentences  may  be  made. 

Where  script  is  taught  in  the  beginning,  it  is 
best  to  have  the  words  written  or  printed  in  script 
upon  the  cards. 


BUSY-WORK  IN  LANGUAGE. 

TO  TEACH  CORRECT  USE  OF  VERB. 

The  following  questions  may  be  written  upon 
the  board,  which  the  children  may  copy,  and  be 
taught  to  answer  in  the  affirmative,  using  the  cor- 
rect verb. 

In  a  short  time  they  wUl  be  able  to  make  their 
own  questions,  the  teacher  simply  placing  the  verbs 
upon  the  board. 

Did  you  go  out  to-day  ? 

Ans. — Yes,  I  went  out  to-day. 

Did  you  see  the  girl  ? 

Atw. — ^Yes,  I  saiv  the  girL 

Pid  you  buy  a  pencij  ? 


BUSY-WORK  IN  LANGUAGE,  8^ 

Did  John  light  the  lamp  ? 

Did  Mar  J  find  her  handkerchief  ? 

Did  Albert  give  his  brother  a  penny  ? 

Did  Samuel  leave  the  room  ? 

Did  Charles  run  to  school  ? 

Did  you  study  your  lesson  ? 

Did  Helen  /an  the  baby  ? 

Did  Mrs.  Stevens  make  the  dress  ? 

Did  the  cat  drink  the  milk  ? 

Did  Mr.  Smith  Wng  the  bell  ? 

Did  Susan  wring  the  towel  ? 

Did  the  baby  cry  for  the  orange  ? 

Did  Peter  Tiangr  up  his  hat  ? 

Did  NeUie  sing  the  song  ? 

Did  you  think  of  me  ? 

Did  Johnny  /aZZ  down  stairs  ? 

Did  Andrew  throw  the  baU  ? 

Did  Margaret  write  a  letter  ? 

Did  you  forgive  your  brother  ? 

Did  Sarah  forget  her  book  ? 

Did  Amanda  sweep  the  room  ? 

Did  Kate  cZr^/  the  clothes  ? 

Did  the  dog  catch  the  rabbit  ? 

Did  you  hem  the  ruffle  ? 

Did  Daniel  cZraiy  the  picture  ? 

Did  Mark  faAre  the  slate  ? 

Did  Annie  blow  the  light  ? 

Did  Greorge  shoot  the  bird  ? 

Did  the  heavy  weight  sink  the  ship  ? 

Did  you  seek  the  little  child  ? 


BD  tic  AT  ION  BY  DOING. 

Did  Walter  rise  early? 

Did  the  sheep  lie  down? 

Did  you  choose  that  book? 

Did  your  mother  sleep  well? 

Did  Jack  swim  across  the  river? 

Did  Austin  tear  his  coat? 

Did  the  mouse  bite  the  cake? 

Did  the  blacksmith  strike  the  iron? 

Did  the  soldiev^  fight  in  the  Avar? 


BUSY-WORK  IN  LANGUAGE. 

TO  TEACH  CORRECT  USE  OF  ARTICLE. 

1st.  The  scholars  may  write  the  following  words, 
placing  an  before  each. 

2d.  The  teacher  may  write  a  certain  number  of 
these  words  upon  the  board,  which  the  children  may 
copy,  using  an,  and  they  may  supply  the  same  num- 
ber of  different  words  where  a  should  be  used. 

3d.  They  may  write  sentences,  using  these  words 
with  an  before  them. 

4th.  When  learned,  they  may  write  them  from 
memory. 


ox, 

acre. 

eagle. 

oyster. 

ax, 

olive. 

angle, 

answer, 

ant, 

oven. 

angel. 

anchor. 

um, 

oval. 

altar, 

icicle. 

inn, 

iron. 

honor. 

armory. 

eye, 

axle. 

arbor. 

orange, 

awl, 

hour, 

anvil. 

ostrich. 

BtrST-^OitK. 

8' 

ape,           echo, 

agate. 

anemone. 

owl,            organ 

,          artist, 

emerald, 

ark,            agent,          apple, 

arsenal. 

overseer. 

idle  boy, 

American, 

oil-can, 

errand-boy, 

Englishman, 

ink-well, 

apartment. 

AustraHan, 

airy  room. 

elephant. 

Irishman, 

open  door, 

advertisement. 

African. 

BUSY-WORK. 

OMITTED  WORDS. 

The  scholars  may  copy  upon  their  slates  the  fol- 
lowing sentences,  applying  the  omitted  words; 
Iron  is  heavy. 
Feathers  are  light. 

The  sea deep salt. 

mountain high. 

elephant large. 

Glass smooth. 

A  grater rough. 

Cake soft. 

Iron heavy. 

The  sun bright. 

Snails slow. 

Sugar sweet. 

Vinegar sour. 

A  knife sharp. 

Horses useful. 

A  valley low. 


EDUCATION  Bi   J?OING, 

Flowers beautiful. 

Mucilage sticky. 

Wool  and  fur warm. 

Ice cold. 

Thread spun. 

Cloth woven. 

Grass green. 

Slates pencils brittle, 

Snow white. 

The  sky blue. 

Sponges porous. 

Coal black. 

Lemons oranges yellow. 

Bark brown. 

Blood red. 

Violets purple. 

Rubber whale-bone elastic. 


BUSY-WORK. 

OPPOSITES. 

The  following  list  may  be  copied  by  the  children, 
and  by  the  side  of  each  column  they  may  supply  the 
opposite  meaning  of  the  words. 


up, 

down. 

right, 

wrong. 

bother, 

hot, 

cold. 

clear. 

cloudy. 

screw. 

left, 

etc. 

light, 

etc. 

button. 

top, 

weak, 

coming, 

old, 

Just, 

large, 

BUSY.  WORK. 

wet, 

poor, 

white. 

big, 

good. 

wrong. 

tall, 

Idnd, 

larger. 

even, 

hard. 

frigid. 

l>oy, 

thick. 

grant. 

day. 

solid. 

brave. 

in. 

well, 

empty. 

run. 

head. 

broad. 

stand, 

front, 

bitter, 

obey. 

floor, 

round. 

hiU, 

first. 

polite. 

loud. 

man. 

hungry, 

open. 

spring, 

island, 

deep. 

winter. 

inside. 

slow. 

uncle, 

morning, 

true. 

niece. 

north. 

tame. 

father. 

east. 

fresh,  salt. 

brittle, 

sunrise, 

fresh,  stale, 

crooked, 

opaque. 

forward, 

orderly. 

"gV, 

husband, 

healthy. 

tired. 

generous, 

grateful. 

sweet, 

beginning, 

public. 

land. 

country. 

sharp, 

rough, 

locked, 

fastened, 

bolted. 

coarse, 

foohsh, 

ignorant. 

civlhzed. 

northeast, 

northwest, 

asleep. 

horizontal, 

livmg, 

perfect, 

stupid. 

nothing. 

80 


90  EDUCATION  BY  DOING. 


BUSY-WORK. 

COMPARISONS. 

As  shy  as  a  fox. 

As  strong  as  a  lion. 

As  mischievous  as  a  monkey. 

As  cunning  as  a  kitten. 

As  busy  as  a  bee. 

As  black  as  a  crow. 

As  swift  as  an  eagle. 

As  stubborn  as  a  mule. 

As  blind  as  a  bat. 

As  slow  as  a  snail. 

As  light  as  a  feather. 

As  quick  as  a  flash. 

As  lively  as  a  cricketw 

As  heavy  as  lead. 

As  high  as  a  mountain. 

As  low  as  a  valley. 

As  smooth  as  glass. 

As  rough  as  a  grater. 

As  green  as  grass. 

As  white  as  snow. 

As  black  £is  ink. 

As  red  as  blood. 

As  blue  as  the  sky. 

As  hard  as  iron. 

As  soft  as  silk. 

As  sharp  as  a  razor. 

As  clear  as  crystal. 

As  sweet  as  honey. 


strsr-wonK. 


di 


As  sour  as  vinegar. 

As  bitter  as  gall. 

As  light  as  day. 

As  dark  as  night. 

As  timid  as  a  hare. 

As  tough  as  an  ox. 

As  good  as  gold. 

As  innocent  as  a  lamb. 

The  teacher  may  place  a  few  of  these  sentencea 
on  the  board  at  a  time,  and  talk  with  the  children 
about  them.  When  they  are  famiUar  with  them, 
the  quality  or  object  may  be  erased,  and  the  chil- 
dren, copying  the  sentences  upon  their  slates,  may 
supply  the  omitted  words. 


BUSY-WORK. 


sows 
farms 


etc. 


DEFINITIONS. 

One  who  teaches  is  called  a  teacher, 
preaches 
talks 
paints 
writes 
plays 
reads 
builds 
works 
thinks 


92 


EDUGATION  BY  DOING. 


One  'vvLo  idles  is  called  an 

"  laughs 

digs 

"  learns 

"  loves 

"  tattles 

"  fights 

"  gives 

"  runs 

"  hunts 

"  swims 

"  prints 

"  sings 

"  spins 

"  weaves 


BUSY-WORK. 

PREFERENCES. 

What  color  do  you  like  best^ 

"  fruit 

"  vegetable 

* '  meat 

''  play 

"  flower 

* '  berry 

"  season 

"  holiday 

"  drink 

''  story-book 

"  day  of  the  week  do  you  like  best 


BUSY-WORK. 

hat  month            do  you 

like  best? 

"     animal               '* 

"     bird 

"     work                  " 

'•     study                 " 

"     insect                 " 

"     mineral             " 

"     kind  of  pie        " 

''     kind  of  cake     " 

"     kind  of  nuts      " 

"     kind  of  fish       " 

93 


BUSY-WORK. 

DRAWING. 

Cards  of  different  shapes,  small  box  covers, 
blocks,  wooden  forms,  and  similar  objects  may  be 
given  to  the  children.  They  may  place  them  on 
their  slates,  hold  them  firmly,  and  draw  hnes 
around  them  with  a  sharp  pencil,  as  smoothly  as 
possible.  This  maybe  difficult  at  first,  for  small 
children,  and  probably  may  require  much  practice. 
They  may  fill  their  slates  full.  Each  time  they  may 
have  a  different  form. 

After  a  while  they  may  combine  the  forms  to 
make  crude  designs.  The  teacher  may  give  them 
the  idea  on  the  board,  after  which  they  may  use 
the  Jr  own  ingenuity. 

When  they  can  use  these  simple  forms  nicely, 
shapes  of  leaves,  flowers,  fruit,  simple  objects,  and 
portions  of  simple  desi^s,  euch  ag  are  used  ia 


9i  EDUCATION    BY   DOING. 

wall  paper  and  carpets,  may  be  cut  out  and  used  in 
the  same  way.  Care  must  be  taken  to  cut  the  edges 
very  smoothly. 

The  children  may  be  allowed  paper  and  pencils 
when  their  work  warrants  it.  This  is  a  step  towards 
designing,  and  makes  a  very  pleasant  occupation. 


BUSY-WORK. 

DRAWING  AND  COLORING. 

Designs  may  be  drawn  on  the  board  by  the 
teacher,  and  colored  with  crayons.  These  may  be 
copied  by  the  children,  at  first  upon  their  slates, 
and  when  done  sufficiently  well,  they  may  be  fur- 
nished with  paper  and  colored  crayons. 

The  children  may  be  taught  to  make  designs 
themselves ;  a  great  variety  of  pretty  ones  may  be 
made  with  the  square  and  circle.  In  coloring,  they 
may  use  their  own  taste,  but  should  be  taught  to 
select  colors  which  harmonize. 

Leaves,  flowers,  trees,  fences,  and  a  great  variety 
of  objects  may  be  drawn  and  colored — ^the  coloring 
adding  greatly  to  the  children's  pleasiu-e,  and  keep- 
ing them  busily  and  happily  employed  a  long 
time. 

Books  with  pictures  for  coloring  may  be  given 
to  the  very  best,  and  when  very  expert,  a  box  of 
paints  may  be  added.  This  wiU  stimulate  them  in 
their  work. 


BUSY-WORK.  95 

BUSY'WORK. 

QUESTIONS. 

Let  the  pupils  write  the  answers  to  these  oues 
fcions  upon  their  slates. 
"What  is  your  name  ? 
How  old  are  you  ? 
Where  do  you  live  ? 
Where  were  you  bom  ? 
How  many  brothers  have  you  ? 
How  many  sisters  have  you  ? 
What  is  your  father's  first  name  ? 
What  is  your  mother's  first  name  ? 
What  school  do  you  attend  ? 
What  is  your  teacher's  name  ? 
What  do  you  study  ? 
What  study  do  you  like  best  ? 
What  do  you  do  at  home  ? 
In  what  country  do  you  Hve  ? 
In  what  State  do  you  live  ? 
In  what  city  or  town  do  you  live  ? 
In  what  county  do  you  live  ? 


OCCUPATIONS, 


ETC. 

With  pieces  of  card  or  perforated  board,  cut  in 
gtrips,  an4  wooden  tooth-picks,  many  objects  may 


96  EDUCATION  BY  DOING. 

be  formed.  The  card-board  may  be  pricked  with 
pins  to  adniit  the  ends  of  the  sticks. 

Fences  and  gates  may  be  very  easily  made;  and 
the  children  may  be  allowed  to  use  their  own  in- 
genuity. 

Soaked  peas  may  be  used  with  the  sticks,  with 
which  a  stUl  greater  variety  of  objects  may  be 
made ;  as  air  castles,  furniture,  houses,  fences,  etc. 
In  kindergarten  materials  may  be  found  cubes  of 
cork  and  wires  for  this  purpose. 

Boxes. — ^Pieces  of  card-board  may  be  converted 
into  boxes  by  pasting  them  together  with  shps  of 
paper.  When  they  are  nicely  made,  fancy  pictures 
may  be  pasted  on  them,  and  they  may  be  retained 
in  school  or  the  children  may  be  allowed  to  give 
them  away. 

Paper-Folding. — Small  squares  of  paper  may  bo 
furnished  to  the  children,  with  which  they  may  be 
taught  to  make  boats,  soldier-caps,  pin-wheels,  cor- 
nucopia, and  many  other  objects.  With  slips  of 
paper  they  may  be  taught  to  make  lamp-Hghters. 
Newspapers  may  be  used  to  practice  upon,  and 
afterward  colored  paper  may  be  given. 

The  best  work  should  be  retained  for  a  while,  at 
least,  and  placed  where  it  can  be  seen  daily  by  the 
class. 

Boxes  may  be  ornamented  with  some  of  the  de- 
gi^ns^  and  flags  may  be  made  with  thena  ^l59? 


OCCUPATIONS.  97 

Envelopes.  —The  shapes  of  envelopes,  of  different 
sizes,  may  be  drawn  upon  card-board  and  cut  out. 
These,  with  Hght  brown  paper,  may  be  given  to  the 
older  children.  They  may  mark  the  forms  of  the 
envelopes,  cut  them  out,  fold,  and,  with  mucilage 
or  gimi  tragacanth,  paste  them.  These  envelopes 
may  be  used  to  practice  addressing  letters. 

Puzzles. — Stars,  crosses,  squares,  circles,  ob- 
longs, leaves,  etc.,  may  be  drawn  on  card-board  and 
cut  in  various  ways  to  form  puzzles.  These  may  be 
placed  in  Httle  boxes,  bags,  or  envelopes,  with  the 
names  of  the  designs  upon  them.  The  children  will 
enjoy  puzzhng  them  out. 

Pictures  may  be  pasted  on  card-board,  and  cut 
and  used  in  the  same  way. 

Parcels. — Pieces  of  paper  and  small  articles, 
such  as  blocks,  shoe-pegs,  slats,  tooth-picks,  and 
button-moulds,  may  be  given  to  the  children.  With 
these  they  may  be  taught  to  do  up  neat  little  par- 
cels and  tie  them  with  cord. 

Stringing  Straws,  etc. — Squares  of  colored  pa- 
per and  short  pieces  of  colored  straw  may  be 
strung  together;  the  children  should  be  taught  to 
place  the  needle  in  the  middle  of  each  paper. 

Button-moiilds  may  be  colored  and  strung,  also 
beads.  The  teacher  may  select  the  order  in  which 
the  colors  are  to  be  used. 

Pasting.— xl  chain  of  rings  may  be  made  by 
pasting  together*short  shps  of  colored  paper.    These 


98  EDUCAIION  BY  DOING, 

chains  make  very  pretty  decorations  when  festooned 
from  the  chandeHers  or  hung  on  the  walls.  At 
Christmas  time  they  may  be  used,  with  pretty 
effect,  upon  Christmas  trees. 


SLAT-WEAVING. 

Bundles  of  slats  may  be  distributed  among  the 
scholars.  The  children  may  be  taught  to  weave 
them  in  many  ways.  At  first,  designs  may  be 
drawn  upon  the  board  for  the  children  to  copy. 

Picture-frames  and  fancy  baskets  may  also  be 
made. 

The  slats  may  be  dyed,*  and  then  woven  in  dif- 
ferent patterns  similar  to  the  paper  weaving.  It 
would  be  well  to  begin  with  the  slat  weaving  fii^st. 


EXERCISES  WITH  SCRAP-BOOKS, 

Old  copy  books  may  be  saved  and  given  to  the 
children  for  scrap-books  to  paste  pictures  in.  The 
pictures  may  be  furnished  by  both  the  children  and 
teacher.  Where  the  pictures  are  sufficiently  light 
they  may  be  colored  with  crayons  or  paints. 

Narrow  pieces  of  colored  paper  may  be  pasted 
around  the  pictures  for  frames.    The  narrow  strips 

♦  The  diamond  dyes,  used  for  coloring-  egrgs,  may  be  used  with 
little  trouble  and  expense. 


EXERCISES  IN  SEWING.  99 

of  paper  may  be  pasted  in  various  forms — as  fences, 
chairs,  houses,  windows,  benches  and  boxes. 

Muslin  scrap-books  may  be  made  by  the  chil- 
dren, the  edges  may  be  worked  in  button-hole  stitch, 
with  colored  yam  or  worsted  to  keep  them  from 
fraying.  Sometimes  covers  of  sample  books  from 
dry-goods  stores  may  be  obtained,  which  answer 
nicely  for  binding. 


EXERCISES  IN  SEWING. 

Writing  paper  or  stiff  brown  paper  may  h^ 
folded  and  run  through  the  sewing-machine  (nox 
sewed)  in  many  different  ways.  It  may  then  be  un- 
folded and  sewed,  backstitch,  with  colored  crewelF. 
or  worsted,  by  the  children.  Regular  designs  may 
also  be  made  with  the  machine. 

Outlines  of  a  variety  of  objects,  as  chairs,  stools, 
tables,  tools,  leaves,  flowers,  insects,  birds,  animals, 
letters  and  numbers,  may  be  drawn  on  cards  or 
card-board.  These  may  be  pricked  by  the  children, 
with  large  pins,  at  short  distances  apart  for  sewing. 
Cards  already  drawn,  with  the  places  marked  for 
prickiQg,  may  be  purchased  where  kindergarten 
materials  are  sold. 

As  the  cards  are  finished  they  may  be  laid  aside, 
and  occasionally  be  distributed  to  the  class,  to  be 
used  as  language  or  object  lessons. 

Coarse  card-board  may  be  used  and  served  in  an 


100  EDUCATION   BY   DOING, 

endless  variety  of  ways  and  designs.  These  exer- 
cises will  help  Uttle  children  very  much  in  becoming 
accurate  in  their  observation  and  work. 

They  may  at  first  begin  with  simple  marks,  then 
crosses,  and  very  gradually  take  more  difficult 
figures. 

It  is  well  to  teach  the  children  to  make  the  alpha- 
bet in  cross-stitch,  as  the  knowledge  may  be  utihzed 
in  marking  towels  and  clothing. 

Where  the  class  is  very  large  a  portion  may  work 
at  a  time,  a  monitor  may  be  appointed  to  thread 
needles,  if  necessary,  and  attend  to  the  work. 


EXERCISES    WITH  PAPER  IN  MAKING 
FLOWERS. 

The  children  may  be  taught  to  fold  slips  of  tissue 
paper  and  cut  in  the  shape  of  flower-leaves.  In 
making  roses,  three  sizes  of  leaves  should  be  used. 
The  leaves  may  be  unfolded  and  the  larger  ones 
moulded  in  the  palm  of  the  hand,  with  the  thumb ; 
the  edges  may  be  slightly  roUed  with  a  shawl  pin. 

A  smaU  common  porcelain  button  may  be  fast- 
ened to  the  end  of  a  small  short  wire.  A  hole  may 
be  pricked  in  the  middle  of  each  leaf  with  the  pin. 

Put  the  wire  through  the  holes  of  the  smallest 
leaves  first,  and  fold  around  the  button.  The  outer 
leaves  need  not  be  folded  down,  but  allowed  to  lie 
loosely,  like  an  o.pen  flower. 


BLATE  WOUK.  101 

A  little  wax  may  bo  placed  at  the  base  of  the 
outer  leaves  to  fasten  them  securely  to  the  wire. 

These  paper  flowers  look  pretty  bunched  together 
and  placed  over  pictures  in  the  school-room,  or 
arranged  in  little  baskets  and  hung  up. 

White,  red,  pink,  and  yellow  tissue  paper  are  the 
prettiest  colors  to  use. 

Quite  small  children  may  be  taught  to  make  the 
flowers.    It  is  very  pretty  work  in  the  family. 


SLATE  WORK, 

Names  of  web-footed  birds. 

scratchers. 

birds  of  prey. 

nmners. 

waders. 

cud-chewers. 

hoofed  animals. 

11 

fiu--bearing  animals. 

nocturnal  anim^als. 

homed  animals. 

flesh  eaters. 

grain  eaters. 

common  animals. 

wild  animals. 

insects. 

young  of  animals. 

houses  of  animals. 

relations. 

holidays. 

EDVCATION  BY  DOINCf. 

Names  of  fall  flowers. 

t( 

berries. 

u 

nuts. 

t( 

meats. 

(( 

grains. 

ti 

groceries. 

11 

fancy  articles. 

(( 

dry-goods. 

u 

spring  vegetables. 

a 

summer  vegetables. 

a 

fall  vegetables. 

<( 

seeds  used  for  food. 

(( 

roots  used  for  food. 

(( 

stems  used  for  food. 

ti, 

leaves  used  for  food. 

(< 

trees  used  for  building. 

u 

minerals. 

u 

garments. 

a 

stores, 

ii 

things  in  the  room. 

(( 

things  in  the  street. 

(( 

parts  of  the  body. 

<( 

parts  of  the  house. 

(( 

furniture. 

it 

thing  made  of  gold. 

u 

^'     ofleathei 

f.( 

"     marble. 

(< 

"     wood. 

(( 

"             "     brick. 

(k 

"             "     stone. 

u 

"            "     clay. 

BLATE  WOMK.  103 

Names  of  thing  made  of  straw. 

"         "  *'     paste-board. 

A  lesson  may  be  made  of  each  of  these  subjects. 


SLATE    WORK, 


MISCELLANEOUS. 


Name  3  things  the  door  has. 
Name  3  things  the  chair  has. 
Name  5  things  the  room  has. 
Name  4  things  the  book  has. 
Name  3  things  the  table  has. 
Name  4  things  the  cat  can  do. 
Name  4  things  the  horse  can  do. 
Name  4  things  the  dog  can  do. 
Name  3  qualities  of  glass. 
Name  3  quahties  of  writing  paper. 
Name  3  quahties  of  slate. 
Name  the  parts  of  a  coat. 
Name  the  parts  of  shoes. 
Name  the  parts  of  a  hat. 
Name  the  parts  of  a  clock. 

Name  the  objects  in  the  room  made  of  minera] 
substances. 

Of  vegetable  substances. 

Of  animal  substances. 

Name  3  things  on  which  you  can  write. 

Name  3  things  with  which  you  can  write. 

Name  3  things  in  which  you  can  ride. 

Name  3  things  on  which  you  can  ride. 

Name  things  without  life  that  have  4  legs. 


104  EDUCATION  ^Y   DOtm. 

Name  something  with  3  legs. 
Name  things  without  life  that  have  mouths. 
Name  things  without  life  that  have  heads. 
Name  things  without  life  that  have  arms. 
Name  things  without  life  that  have  feet. 
Write  5  things  that  you  can  see. 
Write  3  things  that  you  can  hear. 
Write  3  things  that  you  can  feel. 
Write  3  things  that  you  can  taste. 
Write  5  things  that  you  can  do. 
Write  the  days  of  the  week. 
Write  the  months  of  the  year. 
Write  the  colors. 
Write  boys'  names. 
Write  girls'  names. 
Write  names  of  streets. 
Write  your  full  name. 
Write  your  initials. 
Write  your  father's  initials. 
Write  your  mother's  initials. 
Write  the  initials  of  your  State. 
Draw  the  outlines  of  an  envelope  and  write  your 
address  upon  it. 

Name  something  wrong. 
Name  something  right. 


EXERCISES  WITH   OBJECTS  TO  TEACH  THE 
KINGDOMS 

Each  child  may  have  a  box  or  bag  containing 
several  things  from  each  kingdom — as  stones,  nuts, 
wire,  wood,    marbles,   fur,    sponge,   wool,   cotton, 


EXEkCISES  WITB  OBJECTS.  106 

horse-hair,  seeds,  etc.  These  articles  may  be  largely, 
if  not  entirely,  supplied  by  the  children.  They  may 
be  allowed  to  have  their  names  written  upon  their 
boxes  or  bags,  which  will  give  them  a  sense  of  own- 
ership, and  will  encourage  them  to  get  a  nice  and 
varied  collection. 

The  teacher  may  tell  them  to  open  their  boxes  or 
bags  and  take  out  something  that  did  not  grow.  If 
fchey  make  mistakes,  question  them  closely  until 
fchey  find  they  are  wrong.  This  will  lead  them  to 
think.  Let  each  one  hold  up  and  name  very  quickly 
what  he  has  taken  out,  stating  that  it  did  not 
grow. 

Next,  have  them  take  out  something  that  grew, 
whether  vegetable  or  animal.  Lead  them  to  see 
that  thin^  that  grow  have  life.  "  Things  that  do 
not  grow  are  called  minerals,  or  mineral  substances; 
that  of  which  a  thing  is  made  is  called  its  sub- 
stance." Question  them  as  to  the  things  they  have 
selected  that  grow,  whether  they  came  from  plants 
or  animals.  "Things  that  come  from  plants  are 
called  vegetable  substances.  Things  that  come 
from  animals  are  called  animal  substances."  What 
can  the  animal  do  which  the  vegetable  cannot? 
When  the  animal  wants  things,  what  can  he  do  ? 
Can  the  vegetable  or  plant  move  of  itself  ? 

When  they  understand  the  three  kingdoms,  the 
teacher  may  ask  for  objects  belonging  to  any  one, 
and  have  them  select ;  or  have  them  select  any 
article  and  tell  where  it  belongs. 


106  EDUCATION  BY  DOING, 

When  left  to  amuse  themselves,  they  may  ar- 
range their  objects  in  groups,  placing  all  the  mineral 
substances  together,  the  vegetable,  etc. 


EXERCISES  WITH   OBJECTS  TO  TEACH  THE 
TERMS,  NATURAL  AND  MANUFACTURED. 

The  objects  may  now  be  classified  in  a  different 
way.  Let  them  show  you  something  that  God 
made.  Then  something  that  man  made.  Lead 
them  to  see  that  God  uses  man  to  help  make 
things.  "Things  that  God  made  are  called  nat- 
ural. Things  that  man  made  are  said  to  be  man- 
ufactured." They  may  arrange  their  objects 
according  to  these  classes. 

They  may  now  make  their  selections,  telling  to 
what  kingdom  they  belong,  and  whether  they  are 
natural  or  manufactured. 

They  may  be  continually  adding  to  their  collec- 
tions, and  have  daily  lessons  upon  particular  ob 
jects,  until  they  gain  a  knowledge  of  all  the  common 
things  around  them. 

Lessons  upon  qualities  may  f oUow,  the  teacher 
supplying  any  needed  articles. 


EXERCISES   WITH  OGGlfPAflON  CARDS.  107 


EXERCISES   WITH   OCCUPATION  CARDS*  TO 
TEACH  LANGUAGE  AND  NUMBER. 

These  cards  contain  on  one  side  the  parts  of 
speech,  in  print  and  script;  on  the  other,  simple 
examples  in  the  four  rules.  Each  part  of  speech  is 
printed  on  a  different  colored  card.  There  is  also  a 
set  of  alphabet  cards. 

These  cards  may  be  distributed  to  the  class  and 
used  in  a  great  variety  of  ways.  The  smallest 
children  may  simply  write  the  word  that  is  on 
their  card  upon  then*  slates;  the  older  ones  may 
write  a  sentence  containing  the  word ;  if  the  word 
begin  with  a  capital  letter,  they  must  place  it  at  the 
beginning  of  the  sentence ;  they  may  also  copy  the 
examples  printed  on  the  opposite  side,  and  supply 
the  answers. 

They  may  write  a  certain  number  of  statements 
containing  the  word,  and  the  same  number  of  ques- 
tions ;  or  questions  and  answers  alternately. 

When  the  words  are  names  of  animals,  they  may 
tell  what  they  can  do,  what  they  eat,  where  they 
live,  whether  good  for  food,  name  of  the  food,  name 
of  their  young,  kind  of  covering,  kind  of  feet,  kind 
of  teeth,  uses  to  man,  etc. 

When  names  of  objects,  they  may  tell  all  they 

♦  Pub.  by  F.  F,  Whittier,  Fannington,  Maine.    Price,  $1.00. 


108  EDUCATION  BY   DOING. 

know  about  them ;  of  what  materials  made,  of  what 
use,  when  and  where  used,  their  parts  or  shapes  of 
parts. 

If  capable  they  may  write  a  Uttle  story  about  the 
animal  or  object. 

When  the  cards  contain  verbs,  they  may  write 
the  different  forms  of  the  verb,  or  sentences  using 
the  different  forms.  They  may  name  the  different 
people  or  animals  that  perform  the  action. 

When  the  words  are  adjectives,  they  may  name 
all  the  things  to  which  they  may  be  applied. 

The  cards  may  be  distributed  miscellaneously; 
several  may  be  given  to  each  child. 

Nouns. — The  teacher  may  ask  those  to  raise  their 
hands,  or  stand,  who  have  names  of  persons,  ani- 
mals, birds,  parts  of  body,  things  to  eat,  things  to 
use,  things  that  grow  out  of  the  earth,  animals  with 
two  legs,  with  four  legs,  relations,  things  to  wear,  to 
live  in,  and  articles  used  in  the  house. 

Verbs. — Things  that  people  do,  that  animals  do, 
that  people  and  animals  both  do. 

Adjectives. — ^Names  that  show  size,  color,  quan- 
tity, quahty  or  kind,  length,  number. 

Pronouns. — ^Words  that  stand  for  people,  for  ob- 
jects, for  boys  and  men,  for  girls  and  women,  for 
both,  used  in  askiag  questions,  in  speaking  of  one- 
self, of  another,  of  one,  of  more  than  one. 

Adverbs. — Words  that  tell  time,  ask  questions, 
answer  questions,  show  quantity. 

Conjunctions. — Words  that  connect  other  words, 


EXERCISES  WITH  OCCUPATION  CARDS.  109 

Prepositions.— Words  that  show  relation. 

Number  Side  of  Cards. — The  children  may  stand 
and  read  the  examples  with  the  answers,  or  form 
them  into  practical  examples. 

Alphabet  Cards  may  be  used  to  spell  out  words, 
or  to  print  upon  their  slates.  Spaces  may  be  ruled 
on  their  slates  for  the  height  of  the  letters.  They 
may  be  encouraged  to  take  great  pains  to  make 
them  accurately.  They  will  enjoy  printing  their 
own  names  in  large  letcers. 

Where  it  is  not  convenient  to  buy  the  cards,  they 
may  be  made,  or  the  words  may  be  written  upon  the 
board  and  numbered,  the  children  taking  the  num- 
bers according  to  their  seats,  and  placing  their  own 
word  on  the  top  of  the  slate,  underlining  it. 


Of  THB 


^UHIVBRSITT] 


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*** Samples  of  each  paper  for  only  20  cents. 

E,  L.  KELLOGG  &  CO.,  Ed.  Pabs.,  KEW  YORK.  CHICSGO. 


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BOOKS  FOR  TEACHERS. 

CLASSIFFED  LIST  UNDER  SUBJECTS. 
To  aid  purchasers  to  procure  books  best  suited  to  their  purpose,  we 
^ve  below  a  list  of  our  publications  under  subjects.  This  division  is 
sometimes  a  diflScult  one  to  make,  so  that  we  have  in  many  cases  placed 
the  same  book  under  several  titles;  for  instance,  Currie's  Early  Educa- 
tion appears  under  PRmciPiiES  AND  Practice  op  Education  and  also 
Primary  Education. 

Our       Bv 
HISTOBY  OF  EDUCATION.    Retafl,  Price  to  Mali 

Teachers  Extra 

Kellogrg's  Life  of  Pestalozzi,      _       -       -       -       -  oaper    .15  .13  .01 

Rissehart's  History  of  Education,     -       -       -       -    cl.        .25  .20  .ai 

Quick's  Educational  Roformers,       -       -       -       -    cl.       1.00  .80  .08 

Browning's  Educational  Theories,     -       -       -       -   cl.        .50  .40  .05 

KINDERGABTEN  EDUCATION. 

Autobiography  of  FroebeL        -----    cl.         .50  .40  .05 

Hoffman's  Kindergarten  Gifts  -      -      -       -      -paper    .16  ,1Z  .01 

METHODS  OF  TEACHING. 

Calkins'  Ear  and  Voice  Training,     -       -       -      -    cl.        .50  .40  .05 

Dewey's  How  to  Teach  Munners,     -       -       -       -    cl.         .50  .40  .05 

Johnson's  Education  by  Doing,        -       -       -       -    cl.         .75  .60  .05 

Partridge's  Quincy  Methods,      -----    cl.       1.75  1.40  .13 

Shaw  and  Donnell's  School  Devices,-       -       -       -    cl.       1.25  l.oo  .09 

«5eeley's  Grube  Method  of  Teaching  Arithmetic,    -    cl.      1.00  .80  .07 

Seeley's  Grube  Idea  in  Teaching  Arithmetic,  -       -    cl.         .30  .584  .03 

WoodhuU's  Easy  Experiments  in  Science,       -       -    cl.         .50  .40  ,05 

Gladstone's  Object  Teaching,    -       -      -       -       -paper     .15  .13  .01 

McMurray's  How  to  Conduct  the  Recitation,-      -paper     .15  .18  .01 

MANUAL  TRAINING. 

Love's  Industrial  Education,      -----    cL      1.50  1.20  .12 

Leland's  Practical  Education,    -----   cl.      2.00  1.60  .10 

Butler's  Argument  for  Manual  Training,        -       -paper    .15  .12  .01 

MISCELLANEOUS. 

Blaikies  on  Self  Cuture,      -       -       -       -       -       -    cl^        .25  .20  .03 

Gardner's  Town  and  Country  School  Buildings,     -    cl.      2.50  2.00  .12 

Wilhelm's  Student's  Calendar,   -      -      -      -      -paper    .30  .24  .03 

Pooler'sN.Y.  School  Law,-       -----    cl.        .30  .24  .03 

Rissehart's  System  of  Education,      -       -       -       -    cl.        .25  .20  .03 

Lubbock's  Best  100  Books,  -       -       -       -       -       -paper    .20  .16  .03 

Allen's  Temperament  in  Education,        -      -      -   cl.        .50  .40  ,05 

Fitch's  Improv^ement  in  Education,  -       -       -       -paper     .15  .13  .01 

Augsburg's  Easy  Things  to  Draw,    -       -       -       _  paper     .30  .24  .03 

PRINCIPLES  AND  PRACTICE  OF  EDUCATION. 

Parker's  Talks  on  Teaching,      -----    cl.       1.25  1.00  .09 

"        Practical  Teacher,       -       -       -       -       -    cl.       150  1.20  .14 

Fitch's  Lectures  on  Teaching,   -----    cl.      1.25  1.00  pd. 

Carrie's  Early  Education,  ------    cl.       1.25  1  00  .08 

Hughes'  Mistakes  in  Teaching,  -----    cl.         .50  .40  .05 

"       Securing  and  Retaining  Attention,    -       -    cl.         .50  .40  .05 

South  wick's  Quiz  manual  of  Teaching     -       -       -    cl.         .75  .60  .09 

Fitch's  Art  of  Questioning,        _       _       _       _       .paper     .15  .12  .01 

"          "       Securing  Attention     -       -       -       -paper     .15  .12  01 

Quick's  How  to  Train  the  Memorv,  -       -       -       -paper     .15  .12  .01 

Yonge's  Practical  Work  in  School,  -      -      -      -paper     .15  .12  .01 


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E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


PSYCHOLOGY  AND  EDUCATION. 


c1. 
cl. 
cl. 
cl. 
cl. 


Welch's  Teachers'  Psychology,  -      -       -       - 
"         Talks  oa  Psychology,  -       -       -       _ 
Allen's  Mind  Studies  for  Young  Teachers, 
Perez's  First  Three  Years  of  Childhood,  - 
Allen's  Temperament  in  Education, 

PRINCIPLES  OF  EDUCATION. 
■Rissehart's  Principles  of  Eduation,  -       -       -       -    cl. 
Payne's  Lectures  on  Science  and  Art  of  Eduation,    cl.     I 
Tate's  Philosophy  of  Education,       -       -       -       -    cl. 
Teachers'  Manual  Series     _       -      -       -        each,  paper 
Huntington's  Unconscious  Tuition,  -       -       -       -paper 
Carter's  Artificial  Stupidity  in  School,     -       -      -paper 

PKIMARY  EDUCATION. 

Aujfsburg's  Easy  Things  to  Draw,    -      -      -      -paper 

Augsburg's  Easy  Drawings  for  Geog,  Class,    -      -    cl. 
Currie's  Eavly  Education,  ------    cl. 

Parker's  Talks  on  Teaching,      -----    cl. 

Partridge's  Quincy  Methods,     -----    cl. 

Perez's  First  Three  Years  of  Childhood,  -      -       -    cl. 
C^^lklns'  E  u  and  Voice  Training      -       -      -      -   cl. 

Gladstone's  Object  Teaching,    -----  paper 

Johnson's  Education  by  Doing,-       -       -       -       -    cl.' 

Seeley's  Grube  Method  of  Teaching  Arithmetic,    -   cl. 
Seeley's  Grube  Idea  in  Primary  Arithmetic,  -       -    cl. 

QUESTION  BOOKS  FOE  TEACHERS. 

Shaw's  National  Question  Book,  _  _  _  _ 
N.  Y.  State  Examination  Questions,-  -  _  _ 
Analytical  Question  Series.    Geography, 

"         F.  S.  History  Series,  - 
"  *'  "         Grammar,  -      -       - 

Southwick's  Quiz  Manual  of  the  Theory  and  Prac- 
tice of  Teaching,      -      -      - 

SCHOOL  MANAGEMENT. 
Kellogg's  School  Management,  -----    cl. 
Hughes' How  to  Keep  Order,    -      -       -      -       -paper 
Sidgwick's  Stimulus  in  School,  -       -      -      -      -paper 

SCHOOL  HYGIENE. 
Grolf's  School  Hygiene,      ----- 


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pd. 
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paper    .15     .13    .01 


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10 


SCHOOL  APPARATUS. 

*  Standard  "  Manikin.    (Sold  by  subscription.) 

*'  Man  Wonderful "  Manikin,      -       -       -       -       - 

Standard  Blackboard  Stencils,  500  different  nos., 

from  5  to  50  cents  each.    Send  for  special  list. 
*' Unique"  Pencil  Sharpener,     -       -       -       -       - 

Btandard  Physician's  Manikin.    (Sold  by  subscrip- 
tion.) 

SINGING  AND  DIALOGUE  BOOKS. 
^outhwick's  Handy  Helps,  ------    cl. 

Song  Treasures,    --------  paper 

Reception  Day  Series,  (6  Nos.)    -       -      -       each,  paper 

IW  64-paEre  descriptive  catalogue  of  these  books  free  to  any  address. 
Large  133-page  descriptive  catalogue  of  all  best  educational  books  pub- 
lished, with  prices  and  special  rites  to  teachers,  6  cents. 


.00 

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6      E.  L.  KELLOGG  <fc  CO.,  NEW  YORK  &  CHICAGO. 

Aliens  Mind  Studies  for  Young  Teach- 

EES.  By  Jerome  Allen,  Ph.D.,  Associate  Editor  of  the 
School  Journal,  Prof,  of  Pedagogy,  Univ.  of  City  of 
N.  Y.  16mo,  large,  clear  type,  128  pp.  Cloth,  50  cents ;  to 
teachers,  40  cents  ;  by  mail,  5  cents  extra. 

There  are  many  teachers  who 
know  little  about  psychology, 
and  who  desire  to  be  better  in- 
formed concerning  its  princi- 
ples, especially  its  relation  to  the 
work  of  teaching.  For  the  aid 
of  such,  this  book  has  been  pre- 
pared. But  it  is  not  a  psychol- 
ogy— only  an  introduction  to  it, 
aiming  to  give  some  funda- 
mental principles,  together  with 
something  concerning  the  phi- 
losophy of  education.  Its  meth- 
od is  subjective  rather  than  ob- 
jective, leading  the  student  to 
watch  mental  processes,  and 
draw  his  own  conclusions.  It 
is  written  in  language  easy  to 
be  comprehended,  and  has  many 
Jerome  Allen,  Ph.D. .Associate Editor  practical  illustrations.  It  will 
of  the  Journal  and  Institute.  aid  the  teacher  in  his  daily  work 
in  dealing  with  mental  facts  and  states. 

To  most  teachers  psychology  seems  to  be  dry.  This  book  shows 
how  it  may  become  the  most  interesting  of  all  studies.  It  also 
shows  how  to  begin  the  knowledge  of  self.  "  We  cannot  know 
in  others  what  we  do  not  first  know  in  ourselves."  This  is  the 
key-note  of  this  book.  Students  of  elementary  psychology  will 
appreciate  this  feature  of  "  Mind  Studies." 
ITS  CONTENTS. 


CHAP. 

I.  How  to  Study  Mind. 
n.  Some  Facts  in  Mind  Growth, 
m.  Development. 
IV.  Mind  Incentives. 
V.  A  few  Fundamental  Principles 

Settled. 
VI.  Temperaments. 
VII.  Training  of  the  Senses. 
van.  Attention. 
IX.  Perception. 
X.  Abstraction. 

XI.  Faculties     used     in    Abstra-^t 
Thinking, 


CHAP. 

XII.  From  the  Subjectire  to  the 

Conceptive. 
Xm.  The  WilL 
XIV.  Diseases  of  the  Will. 
XV.  Kinds  of  Memory. 
XVI.  The  Sensibilities. 
XVII.  Relation  of  the  Sensibilities 

to  the  Will. 
XVIII.  Training  of  the  Sensibilities. 
XIX.  Relation  of  the  Sensibilities 

to  Morality. 
XX.  The  Imagination. 
XXT.  Imagination  in  its  Maturity. 
XXli.  Fducatjon  of  the  Moml  Sense- 


8Kin>  Alili  ORDERS  TO 

8  E.  L.  KELLOGG  &  CO.,  NE  W  YORK  &  CHICAGO. 

Aliens  Temperament  in  Education. 

With  directions  concerning  How  to  Become  A  Successful 

Teacher.    By  Jerome  Allen,  Ph.D.,  Author  of  "Mind 

Studies  for  Young  Teachers,"  etc.     Cloth,  16nio.     Price,  50 

cents,  to  teachers,  40  cents ;  by  mail,  5  cents  extra. 

There  is  no  book  in  the   English  language  accessible   to 

students  on  this  important  subject,  yet  it  is  a  topic  of  so  much 

importance  to  all  who  wish  to  become  better  acquainted  with 

themselves  that  its  suggestions  will  find  a    warm  welcome 

everywhere,  especially  by  teacheis.    The  value  of  the  book  will 

be  readily  seen  by  noticing  the  subjects  discussed. 

CONTENTS :— How  we  can  know  Mmd— Native  Characteristics  of 
Children— How  to  Study  Ourselves— The  Sanguine  Temperament— The 
Bilious  Temperament— The  Lymphatic  Temperament— The  Nervous 
Temperament— Physical  Characteristics  of  each  Temperament :  Tabula- 
ted—The best  Temperament— How  to  Conduct  Self  Study— Many  Per- 
sonal Questions  for  Students  of  Themselves— How  to  Improve— Specific 
Directions— How  to  Study  Children— How  Children  are  Alike,  How 
Different— Facts  in  Child  Growth:  Tabulated  and  Explained— How  to 
Promote  Healthy  Child  Growth.  Full  directions  concerning  how  to 
treat  temperamental  differences.  How  to  effect  change  in  tempera- 
ment. 

Under  "How  to  Become  A  Successful  Teacher,"  the 
following  topics  are  discussed:  "What  books  and  papers  to 
read." — "What  schools  to  visit." — "  What  associates  to  select." 
— "  WTiat  subjects  to  study."—"  How  to  find  helpful  critics."— 
"How  to  get  the  greatest  good  from  institutes."— "  Shall  I 
attend  a  Normal  school  ?  "  **How  to  get  a  good  and  perman- 
ent position  ? "  "  How  to  get  good  pay  ?  "  "  How  to  grow  a 
better  teacher  year  after  year."  "Professional  honesty  and 
dishonesty."—"  The  best  and  most  enduring  reward." 


Blaikies  Self  Culture y 


By  John  Stuakt  Blaikik.  16mo,  64  pp.,  limp  cloth.  Price,  25 
cents;  to  teachers,  20  cents;  by  mail,  3  cents  extra. 

Three  invaluable  practical  essays  on  the  Culture  of  the  Intel- 
lect, on  Physical  Culture,  on  Moral  Culture.  In  its  64  pages  this 
little  volume  contains  a  vast  amount  of  excellent  advice.  It  will 
help  hundreds  of  young  teachers  to  make  a  right  start,  or  set 
them  right  if  they  are  on  the  wrong  track.  Although  published 
expressly  for  teachers,  it  will  prove  profitable  reading  for  all,  no 
matter  what  their  calling,  who  wish  to  improve— and  who  does 
not?  As  a  part  of  a  course  of  reading,  some  such  book  is  invalu- 
able, and  should  be  read  over  and  over  again.  Mr.  Blaikie's  book, 
in  its  present  form,  is  so  neat  yet  cheap,  that  it  ought  to  be  read 
by  every  young  teacher  in  the  country,  and  to  be  on  every  read- 
ing-circle list.  It  is  to  be  a  prominent  book  on  the  new  profes- 
sional course  of  reading  for  teachers. 

JJjcely  printed,  with  fii  de-heads  and  bound  in  limp  '^lotb^ 


SEND  ALL  ORDERS  TO 

E.  L.  KELLOGG  &  CO.,  NEY/  YORK  c&  CHICAGO.     9 

Brownings  Educational  Theories, 

By  Oscar  Browning,  M.A.,  of  King's  College,  Cambridge, 

Eng.    No.  8  of  Reading  Circle  Library  Series.     Cloth,  16mo, 

237  pp.     Price,  50  cents;  i4)  teacJwrs,  40  cents;  by  mail,  5 

cents  extra. 

This  work  has  been  before  the  public  some  time,  and  for  a 

general  sketch  of  the  History  of  Education  it  has  no  superior. 

Our  edition  contains  several  new  features,  mailing  it  specially 

valuable  as  a  text-book  for  Normal  Schools,  Teachers'  Classes, 

Reading  Circles,  Teachers'  Institutes,  etc.,  as  well  as  the  student 

of  education.     These  new  features  are:  (1)  Side-heads  giving  the 

subject  of  each  paragraph;  (2)  each  chapter  is  followed  by  an 

analysis;   (3)  a  very  full  new  index;  (4)  also  an  appendix  on 

**Froebel,"  and  the  "  American  Common  School." 

OUTLINE  OF  CONTENTS. 

I.  Education  among  the  Greeks — Music  and  Gymnastic  Theo- 
ries of  Plato  and  Aristotle;  II.  Roman  Education — Oratory;  III. 
Humanistic  Education;  IV.  The  Realists— Ratich  and  Comenius; 
V.  The  Naturalists  —  Rabelais  and  Montaigne;  VI.  English 
Humorists  aud  Realists— Roger  Ascham  and  John  Milton;  VII. 
Locke;  VIII.  Jesuits  and  Jansenists ;  IX.  Rousseau;  X.  Pes- 
talozzi;  XI.  Kant,  Fichte,  and  Herbart;  XII.  The  English  Pub- 
lic School ;  XIII.  Froebel ;  XIV.  The  American  Common 
School. 

PRESS  NOTICES. 

Ed.  Courant. — "  Tliis  edition  surpasses  others  in  its  adaptability  to  gen- 
eral iu-.e." 

Col.  School  Journal.—"  Can  be  used  as  a  text-book  in  the  History  of 
Education." 

Pa.  Ed.  News.—"  A  volume  that  can  be  used  as  a  text-book  on  the  His- 
tory of  Education." 

School  Education,  Minn.—"  Beginning  with  the  Greeks,  the  author  pre- 
s«'ntsa  brief  hut  clear  outline  of  the  leading  educational  theories  down  to 
•  he  presf^nt  time." 

Ed.  Beview,  Can.— "A  book  like  this,  introducing  the  teacher  to  ihp  great 
rniiids  that  l;ave  worked  in  the  .same  field,  cannot  but  be  a  powerful  stimulua 
19  him  in  hjs  woife." 


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10    E.  L.  KELLOOG  &  CO.,  NEW  YORK  &  GHIGAGO. 

Calkins    Ear  and  Voice   Training  by 

Means  of  Elementary  Sounds  of  Language.  By  N.  A. 
Calkins,  Assistant  Superintendent  N.  Y.  City  Schools ; 
author  of  "Primary  Object  Lessons,"  "Manual  of  Object 
Teaching,"  "  Phonic  Charts,"  etc.  Cloth.  16mo,  about  100 
pp.  Price,  50  cents;  to  teach&rs,  40  cents;  by  mail,  5  cents  extra. 
An  idea  of  the  character  of  this  work  may  be  had  by  the  fol- 
lowing extracts  from  its  Preface  : 

'*  The  common  existence  of  abnormal  sense  perception  among  school 
children  Is  a  serious  obstacle  in   teaching.     This  condition  is  most 

obvious  In  the  defective  perceptions 
of  sounds  and  forms.  It  may  be 
seen  in  the  faulty  articulations  in 
speaking  and  reading ;  in  the  ina- 
bility to  distinguish  musical  sounds 
readily ;  also  in  the  common  mis- 
takes made  in  hearing  what  is 
said.  .  .  . 

"Careful  observation  and  long 
experience  lead  to  the  conclusion 
that  the  most  common  defects  in 
sound  perceptions  exist  because  of 
lack  of  proper  training  in  childhood 
to  develop  this  power  of  the  mind 
into  activity  through  the  sense  of 
hearing.  It  becomes,  therefore,  a 
matter  of  great  importance  in  edu- 
cation, that  in  the  training  of  chil- 
dren due  attention  shall  be  given  to 
the  development  of  ready  and  accu- 
rate perceptions  of  sounds. 

*'  How  to  give  this  training  so  as 
to  secure  the  desired  results  is  a 
subject  that  deserves   the  careful 
„        XT   *   ^  attention  of  parents  and  teacliers. 

SupT.  N.  A.  Calkins.  jyi^ch  depends  upon  the  manner  of 

presenting  the  sounds  of  our  language  to  pupils,  whether  or  not  the 
r(^sults  shall  be  the  development  in  sound-perceptions  that  will  train 
the  ear  and  voice  to  habits  of  distinctness  and  accuracy  in  speaking  and 
reading. 

"  The  methods  of  teaching  given  in  this  book  are  the  results  of  an 
extended  experience  under  such  varied  conditions  as  may  be  found 
with  pupils  representing  all  nationalities,  both  of  native  and  foreign 
born  children.  The  plans  described  will  enable  teachers  to  lead  their 
pupils  to  acquire  ready  and  distinct  perceptions  through  sense  train- 
ing, and  cause  them  to  know  the  sounds  of  our  language  in  a  manner 
that  will  give  practical  aid  in  learning  both  the  spoken  and  the  written 
language.  The  simplicity  and  usefulness  of  the  Jessons  need  only  to  b^ 
known  to  be  appreciated  and  ns^" 


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E.  L.  KELLOGG  &  CO.,  NEW  YORK  S  CHICAGO. 

Dewey's  How  to  Teach  Manners  in  the 

School-Room.     By  Mrs.  Julia  M.  Dewey,  Principal  of  the 
Normal  School  at  Lowell,  Mass.,  formerly  Supt.  of  Schools 
at  Hoosick  Falls,  N.  Y.     Cloth,  16mo,  104  pp.     Price,  50 
cents;  to  teachers,  40  cents;  by  mail,  5  cents  extra. 
Many  teachers  consider  the  manners  of  a  pupil  of  little  impor- 
tance so  long  as  he  is  industrious.     But  the  boys  and  girls  are  to 
be  fathers  and  mothers;  some  of  the  boys  will  stand  in  places  of 
importance  as  professional  men,  and  they  will  carry  the  mark  of 
ill-breeding  all  their  lives.     Manners  can  be  taught  in  the  school- 
room: they  render  the  school- room  more  attractive;  they  banish 
tendencies  to  misbehavior.    In  this  volume  Mrs.  Dewey  has  shown 
how  manners  can  be  taught.     The  method  is  to  present  some  fact 
of  deportment,  and  then  lead  the  children  to  discuss  its  bearings; 
thus  they  learn  why  good  manners  are  to  be  learned  and  practised. 
The  printing  and  binding  are  exceedingly  neat  and  attractive." 

OUTLINE    OF    CONTENTS. 

Introduction. 

General  Directions. 

Special  Directions  to  Teachers. 


Lessons  on  Manners  for  Youngest 

Pupils. 
Lessons  on  Manners  —  Second  Two 

Years. 
Mannei-s  in  School— First  Two  Years. 

"  "  Second       " 

Manners  at  Home— Fii-st  " 

"  "  Second       " 

Manners  In  Public— First  " 

**  "  Second       " 


Table  Manners— First  Two  Years. 

'         "  Seconi        " 

Lessons  on  Manners  for  Advanced 

Pupils. 
Manners  in  School. 
Personal  Habits. 
Manners  in  Public. 
Table  Manners. 
Manners  in  Society. 
Miscellaneous  Items. 
Practical  Training  in  Manners. 
Suggestive    Stories,   Fables,   Anec- 
dotes, and  Poems. 
Memory  Gems. 

Central  School  Journal.— "  It  furnishes  illustrative  lessons." 
Texas  School  Journal.— "  They  (the  pupils)  will  carry  the  mark  of  ill- 
breedingr  all  their  lives  (unless  taught  otherwise)." 

Pacific  Ed.  Journal.—"  Principles  are  enforced  by  anecdote  and  conver- 
sation." 
Teacher's  Exponent.— "We  believe  such  a  book  will  be  very  welcome." 
National  Educator.—  "  Common-sense  suggestions." 
Ohio  Ed.  Monthly.—"  Teachers  would  do  well  to  get  it." 
Nebraska   Teacher.— "  Many  teachers  consider  manners  of  little  im- 
portancH.  but  some  of  the  boys  will  stand  in  places  of  importance." 
School  Educator.— "  The  spirit  of  the  author  is  commendable." 
School  Herald.—"  These  lessons  are  full  of  suggestions." 
Va.  School  Journal.— "Lessons  furnished  in  a  delightful  style," 
Miss.  Teacher.—"  The  best  presentation  we  have  seen." 
Ed.  Courant.— "  It  is  simple,  straightforward,  and  plain." 
Iowa  Normal  Monthly.—"  Practical  and  well-arranged  lessons  on  man- 
ners." 

Progressive  Educator.—"  Will  prove  to  be  most  helpful  to  the  teacher 
wlio  desires  her  pupils  to  be  well-mannered." 


BSaSTD  AIX  ORDERS  TO 

14  E.  L.  KELLOGG  &  CO,,  NEW  YORK  &  CHICAGO. 

Fitch's  Lectures  on  Teaching. 

Lectures  on  Teaching.  By  J.  G.  Fitch,  M.A.,  one  of  Her 
Majesty's  Inspectors  of  Schools.  England.  Cloth,  16mo, 
395  pp.   Price,  $1.25  ;  to  teachers,  $  l.OO  ;  by  mail,  postpaid. 

Mr.  Fitch  takes  as  his  topic  the  application  of  principles  to 
the  art  of  teaching  in  schools.  Here  are  no  vague  and  gen- 
eral propositions,  but  on  every  page  we  find  the  problems  of 
the  school-room  discussed  with  definiteness  of  mental  grip. 
No  one  who  has  read  a  single  lecture  by  this  eminent  man 
but  will  desire  to  read  another.  The  book  is  full  of  sugges- 
tions that  lead  to  increased  power. 

1.  These  lectures  are  highly  prized  in  England. 

3.  There  is  a  valuable  preface  by  Thos.  Hunter,  President 
of  N.  Y.  City  Normal  College. 

3.  The  volume  has  been  at  once  adopted  by  several  State 
Reading  Circles. 

EXTRACT  FROM  AMERICAN  PREFACE. 
"  Teachers  everywhere  among-  English-speaking  people  have  hailed 
Mr.  Fitch's  work  as  an  invaluable  aid  for  almost  every  kind  of  instruc- 
tion and  school  organization.  It  combines  the  theoretical  and  the  prac- 
tical ;  it  is  based  on  psychology ;  it  gives  admirable  advice  on  every- 
thing connected  with  teaching— from  the  furnishing  of  a  school-room 
to  the  preparation  of  questions  for  examination.  Its  style  is  singularly 
clear,  vigorous  and  harmonious." 

Chicago  Intelligence.— "  All  of  its  discussions  are  based  on  sound 
psychological  principles  and  give  admirable  advice." 

Virginia  Educational  Jonrnal.— "  He  tells  what  he  thinks  so  as  to 
be  helpful  to  all  who  are  striving  to  improve." 

Lynn  Evening  Item.— "  He  gives  admirable  advice." 

Philadelphia  Record.—"  It  is  not  easy  to  imagine  a  more  useful  vol- 
ume." 

Wilmington  Every  Evening.— "The  teacher  will  find  in  it  a  wealth 
of  help  and  suggestion." 

Brooklyn  Journal.-"  His  conception  of  the  teacher  is  a  worthy  idea 
for  all  to  bear  in  mind." 

New  England  Journal  of  Education :  "  This  is  eminently  the  work  oi 
a  man  of  wisdom  and  experience.  He  takes  a  broad  and  comprehensive 
view  of  the  work  of  the  teacher,  and  his  suggestions  on  all  topics  arc 
worthy  of  the  most  careful  consideration." 

Brooklyn  Eagle :  "  An  invaluable  aid  for  almost  every  kind  of  in- 
struction and  school  organization.  It  combines  the  theoi-etical  and  the 
practical ;  it  is  based  on  psychology ;  it  gives  admirable  advice  on  every- 
thing connected  with  teaching,  from  the  furnishing  of  a  school-room  to 
the  preparation  of  questions  for  examination." 

Toledo  Blade:  "It  is  safe  to  say,  no  teacher  can  lay  claim  to  being 
"well  informed  who  has  not  read  this  admirable  work.  Its  appreciation 
is  shown  by  its  adoption  by  several  State  Teachers'  Rcadinar  Ciroles,  as 
a  work  to  be  thoroughly  read  by  its  members." 


SEND  ALL  ORDERS  io 

L.  KELLOOO  &  CO.,  NEW  YORK  &  CHICAGO,    i 


Froebel.  Autobiography  of 


Materiaxs  to  Aid  a  Comprehension  of  the  Works  of   the 

Founder   of    the    Kindergarten.      16mo,    large,  clear   type, 

138  pp.    Cloth,  16mo,  50  cents;  to  teacha's,  40  cents;  by  mail,  5 

cents  extra. 

This  little  volume  will  be  welcomed  by  all  who  want  to  get  a  good 

Idea  of  Froebel  and  the  kindergarten. 

This  volume  contains  besides  the 
autobiography — 

1.  Important  dates  connected  with 
the  kindergarten. 

2.  Froebel  and  the  kindergarten 
system  of  education  by  Joseph 
Payne. 

3.  Froebel  and  his  educational 
work. 

4.  Froebel's  educational  views  (a 
summary). 

In  this  volume  the  student  of  edu- 
cation will  find  materials  for  con- 
structing, in  an  intelligent  manner, 
an  estimate  and  comprehension  of 
the  kindergarten.  The  life  of 
Froebel,  mainly  by  his  own  hand,  is 
very  helpful.  In  this  we  see  the 
working  of  his  mind  when  a  youth; 
he  lets  us  see  how  he  felt  at  being 
misunderstood,  at  being  called  a  bad 
boy,  and  his  pleasure  when  face  to  face  with  Nature.  Gradually  v^t 
see  there  was  crystallizing  in  him  a  comprehension  of  the  means  that 
would  bring  harmony  and  peace  to  the  minds  of  young  people. 

The  analysis  of  the  views  of  Froebel  will  be  of  great  aid.  We  see 
that  there  was  a  deep  philosophy  in  this  plain  German  man  ;  he  v.as 
studjing  out  a  plan  by  which  the  usually  wasted  years  of  young  chil- 
dren could  be  made  productive.  The  volume  will  be  of  great  value  not 
only  to  every  kindergartner,  but  to  all  who  wish  to  understand  the 
philosophy  of  mental  development. 

La.  Journal  of  Education.— "An  excellent  little  work." 

W.  Va.  School  Journal.—"  Will  be  of  great  value." 

Educational  Courant,  Ky.— "  Ought  to  have  a  very  extensive  circulation 
among  the  teachers  of  the  country." 

Educational  Becord,  Can.—"  Ought  to  be  in  the  hands  of  every  pro- 
fessional teacher." 

Western  School  Journal.—"  Teachers  will  find  in  this  a  clear  account  of 
Froebel's  life." 

School  Education.— "  Froebel  tells  his  own  story  better  than  any  com- 
mentator." 

Michigan  Moderator.—"  Will  be  of  great  value  to  all  who  wish  to  under- 
stand ihe  philosophy  of  mental  development." 


Freidrioh  Froebel. 


SfiKD  ALI^  ORHRRS  TO 

is   E.  L.  KELLOGO  <&  CO.,  NEW  YORK  cfe  CHICAGO. 


Hughes 


[Mistakes  in  Teaching. 


By  James  J.  Hughes,  Inspector  of  Schools,  Toronto,  Canada. 

Cloth,  16mo,  115  pp.     Price,  50  cents;  to  teaclwrs,  40  cents; 

by  mail,  5  cents  extra. 

Thousands  of  copies  of  the  old 
edition  have  been  sold.  The  new 
edition  is  worth  double  the  old; 
the  material  has  been  increased, 
restated,  and  greatly  improved. 
Two  new  and  important  Chapters 
have  been  added  on  "Mistakes  in 
Aims,"  and  "Mistakes  in  Moral 
Training."  Mr.  Hughes  says  in  his 
preface:  "In  issuing  a  revised  edi- 
tion of  this  book,  it  seems  litting  to 
acknowledge  gratefully  the  hearty 
appreciation  that  has  been  accorded 
it  by  American  teachers.  Realiz- 
ing as  I  do  that  its  very  large  sale 
indicates  that  it  has  been  of  service 
to  many  of  my  fellow-teachers,  I 
have  recognized  the  duty  of  enlarg- 
ing and  revising  it  so  as  to  make  it 
still  more  helpful  in  preventing 
James  L.  Hughes,  Inspector  of  the  common  mistakes  in  teaching 
Schools,  Toronto,  Canada.         ^^^  training. " 

This  is  one  of  the  six  books  recommended  by  the  N.  Y.  State 
Department  to  teachers  preparing  for  examination  for  State  cer- 
tificates. 

CAUTION. 

Our  new  authorized  copyright  edition,  entirely  rewritten  hy 
tTie  author,  is  the  only  one  to  huy.  It  is  beautifully  printed  arid 
hundsomely  bound.     Get  no  other. 

CONTENTS  OF  OUR  NEW  EDITION. 

Chap.     I.    7  Mistakes  in  Aim. 
Chap.    II.  21  Mistakes  in  School  Management. 
Chap.  HI.  24  Mistakes  in  Discipline. 
Chap.  IV.  27  Mistakes  in  Method. 
Chap.    V.  13  Mistakes  in  Moral  Training. 
O/iaps.  I.  and  V.  are  entirely  new. 


;^      ^S^^^^ 


SfiiJD  ALL  ORiOGils  TO 

£0    R  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

Hughes  Securing  and  Retaining  Atten- 

TioN.  By  James  L.  Hughes,  Inspector  Schools,  Toronto, 
Canada,  author  of  "Mistakes  in  Teaching."  Cloth,  116  pp. 
Price,  50  cents;  to  teach&)\s,  40  cents;  by  mail,  5  cents  extra. 

This  valuable  little  book  has  already  become  widely  known  to 
American  teachers.  Our  new  edition  has  been  almost  entirely 
re-writien,  and  several  new  important  chapters  added.  It  is  the 
only  AUTHORIZED  COPYRIGHT  EDITION.     CautioTh. — Buy  no  other. 

WHAT   IT   CONTAINS. 

I.  General  Principles;  II.  Kinds  of  Attention;  III.  Characteristics  of  Good 
Attention;  IV.  Conditions  of  Attention;  V.  Essential  Characteristics  of  the 
Teacher  in  Securing  and  Retaining  Attention;  VI.  How  to  Control  a  Class; 
VII.  Methods  of  Stimulating  and  Controlling  a  Desire  for  Knowledge;  VII [. 
How  to  Gratify  and  Develop  the  Desire  for  Mental  Activity;  IX.  Distracting 
Attention;  X,  Training  the  Power  of  Attention;  XI.  General  Suggestions 
regarding  Attention. 

TESTIMONIALS. 

S.  P.  Sobbins,  Pres.  McGill  Normal  School,  Montreal,  Can.,  writes  to  Mr. 
Hughes:—"  It  is  quite  supei-flnous  for  me  to  say  that  your  little  books  ato 
admirable.  I  was  yesterday  authorized  to  put  the  'Attention  '  on  the  list 
of  books  to  be  used  in  the  Normal  School  next  year.  Crisp  and  attractive 
in  style,  and  mighty  by  reason  of  its  good,  sound  common-sense,  it  is  a 
book  that  every  teacher  should  know." 

Popular  Educator  (Boston):—"  Mr.  Hughes  has  embodied  the  best  think- 
ing of  tHs  life  in  these  pages." 

Central  School  Journal  (la.).—"  Though  published  four  or  five  years 
since,  this  book  has  steadily  advanced  in  popularity." 

Educational  Courant  (Ky.).— "It  is  intensely  practical.  There  isn't  a 
mystical,  muddy  expression  in  the  book." 

Educational  Times  (England),—"  On  an  important  subject,  and  admir- 
ably executed," 

School  Guardian  (England).—"  We  unhesitatingly  recommend  it," 

New  England  Journal  of  Education.—"  The  book  is  a  guide  and  a 
manual  of  special  value." 

New  York  School  Journal.— "  Every  teacher  would  derive  benefit  from 
reading  this  volume." 

Chicago  Educational  Weekly.— "The  teacher  who  aims  at  best  suo.^ 
cess  should  study  it." 

Phil.  Teacher.-"  Many  who  have  spent  months  in  the  school-room  would 
be  benefited  by  it." 

Maryland  School  Journal.—"  Always  clear,  never  tedious." 

Va.  Ed.  Journal.—"  Excellent  hints  as  to  securing  attention." 

Ohio  Educational  Monthly.—"  We  advise  readers  to  send  for  a  copy." 

Pacific  Home  and  School  Journal.—"  An  excellent  little  manual." 

Prest.  James  H.  Hoose,  State  Normal  School,  Cortland,  N,  Y.,  says: — 

"  The  book  must  prove  of  great  benefit  to  the  profession." 
Supt.  A.  W.  Edson,  Jersey  City,  N,  J.,  says:—"  A  good  treatise  has  long 

been  needed,  and  Mr.  Hughes  has  supplied  the  want." 


SSiNI)  ALL,  OKDUKS  TO 

22     £.  L,  KELLOGG  &  CO.,  NEW  YORK  <&  CHICAGO. 

Kelbggs  School  [Management: 

"  A  Practical  Guide  for  the  Teacher  in  the  School-Room." 

By  Amos  M.  Kellogg,  A.M.  Sixth  edition.    Revised  and 

enlarged.    Cloth,  128  pp.    Price,  75  cents  ;  to  teachers,  60 

cents  ;  by  mail,  5  cents  extra. 

This  book  takes  up  the  most  difficult  of  all  scliool  work, 

viz. :  the  Government  of  a  school,  and  is  filled  vrith  original 

and  practical  ideas  on  the  subject.    It  is  invaluable  to  the 

teacher  who  desires  to  make  his  school  a  *' well-governed" 

school. 

1.  It  suggests  methods  of  awakening  an  interest  in  the 
studies,  and  in  school  work.  * 'The  problem  for  the  teacher," 
says  Joseph  Payne,  "  is  to  get  the  pupil  to  study."  If  he  can  do 
tliis  he  will  be  educated. 

2.  It  suggests  methods  of  making  the  school  attractive. 
Ninety-nine  hundredths  of  the  teachers  think  young  people 
should  come  to  school  anyhow  ;  the  wise  ones  know  that  a 
pupil  who  wants  to  come  to  school  will  do  something  when 
he  gets  there,  and  so  make  the  school  attractive. 

3.  Above  all  it  shows  that  the  pupils  will  be  self -governed 
when  weU  governed.  It  shows  how  to  develop  the  process  of 
self-government. 

4.  It  shows  how  regular  attention  and  courteous  behaviour 
may  be  secured. 

5.  It  has  an  admirable  preface  by  that  remarkable  man  and 
teacher,  Dr.  Thomas  Hunter,  Pres.  N.  Y.  City  Normal  College. 

Home  and  School.—"  Is  just  the  book  for  every  teacher  who  wishes 
fco  be  a  better  teacher." 

Educational  Jonrnal.— "  It  contains  many  valuable  hints." 

Boston  Jonrnal  of  Education.— "It  is  the  most  humane,  instructive, 
original  educational  work  we  have  read  in  many  a  day." 

Wis.  Journal  of  Education.— "  Commends  itself  at  once  by  the  num- 
ber of  ing'enious  devices  for  securing  order,  industry,  and  interest. 

Iowa  Central  School  Journal.—"  Teachers  will  find  it  a  helpful  and 

suggestive  book." 

Canada  Educational  Monthly.—"  Valuable  advice  and  useful  sugges- 
tions." 

Normal  Teacher.—"  The  author  believes  the  way  to  manage  is  to  civ- 
ilize, cultivate,  and  refine." 

Scliool  Moderator.—"  Contains  a  large  amoimt  of  valuable  reading ; 
school  government  is  admirably  presented." 

Progressive  Teacher.— "  Should  occupy  an  honored  place  in  every 
teacher's  library." 

Ed.  Courant.— "  It  will  help  the  teacher  greatly.' 

Va,  Ed.  Journal,—"  The  author  dukW6  from  a  large  experience.'* 


BENH  AT.L  oni5T-ll9  TO 

B.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


25 


Taynes  Lectures  on   the  Science   and 

Art  of  Education.  Reading  Circle  Edition.  By  Jo^^eph 
Payne,  the  first  Professor  of  the  Science  and  Art  of  Edu- 
cation in  the  College  of  Preceptors,  London,  England. 
With  portrait.  16mo,  350  pp.,  English  cloth,  with  gold 
back  stamp.  Price,  $1.00  ;  to  teachers,  80  cents  ;  by  mail. 
7  cents  extra.     Elegant  new  edition  from  new  plates. 

Teachers  who  are  seeking  tc 
know  the  principles  of  education 
will  find  them  clearly  set  forth  in 
this  volume.  It  must  be  remem- 
bered that  principles  are  the  basis 
upon  wliich  all  methods  of  teach- 
ing must  be  founded.  So  valu- 
able is  tins  book  that  if  a  teacher 
were  to  decide  to  own  but  three 
works  on  education,  this  would 
be  one  of  them.  This  edition 
contains  all  of  Mr.  Payne's  writ- 
ings that  are  in  any  other  Ameri- 
can abridged  edition,  and  is  the 
only  one  ivith  his  portrait.  It  ia 
far  superior  to  any  other  edition 
pubhshed. 

WHY  THIS  EDITION  IS  THE  BEST 

(1.)  The  side-titles.  These  give  the  contents  of  ti.e  page. 
(2.)  The  analysis  of  each  lecture,  with  reference  to  the  educa- 
tional points  in  it.  (3.)  The  general  analysis  pointing  out  the 
three  great  principles  found  at  the  beginning.  (4.)  The  index, 
where,  under  such  heads  as  Teaching,  Education,  The  Child, 
the  important  utterances  of  Mr.  Payne  are  set  forth.  (5.) 
Its  handy  shape,  large  type,  fine  paper,  and  press-work  and 
tasteful  binding.  All  of  these  features  make  this  a  most  val- 
uable book.  To  obtain  all  these  features  in  one  edition,  it 
was  found  necessary  to  get  out  this  new  edition. 

OMo  Educational  Monthly.— "It  does  not  deal  with  shadovry  ineories; 
It  is  intensely  practical." 

Philadelphia  Educational  News.— "  Ought  to  be  in  library  of  every 
proaresslve  teacher." 

Educational  Courant.— "To  know  how  to  teach,  more  if  needed  than 
a  knowledge  of  the  brandies  taught.    This  is  especially  valuable." 

Pennsylvania  Journal  of  Education.—"  WUl  be  of  practical  value  tc 
Normal  Schools  and  Institutd^    • " 


eUND  ALL  OHDEns  TO 

30      ^.  L.  KELLOGG  &  CO.,  NEW  YORK  <&  CHICAGO. 

T-atridges  "Qutncy  Methods  J' 

The  *'  Quincy  Methods,"  illustrated  ;  Pen  photographs  from 
the  Qumcy  schools.     By  Leua  E.  Patridge.    Illustrated 
with  a  number  of  engravings,  and  two  colored  plates. 
Blue  cloth,  gilt,  12mo,  686  pp.    Price,  $1.75  ;  to  teachers^ 
$1.40  ;  by  mail,  13  cents  extra. 
"When  the  schools  of  Quincy,  Mass.,  became  so  famous 
ander  the  superintendence  of  Col.  Francis  W.  Parker,  thou- 
sands of  teachers  visited  them.    Quincy  became  a  sort  of 
*'  educational  Mecca,"  to  the  disgust  of  the  routinists,  whose 
schools  were  passed  by.      Those   who   went  to  study   th€ 
methods  pursued  there  were  called  on  to  tell  what  they  had 
seen.    Miss  Patridge  was  one  of  those  who  visited  the  schools 
of  Quincy ;  in  the  Pennsylvania  Institutes  (many  of  which 
she  conducted),  she  found  the  teachers  were  never  tired  of 
being  told  how  things  were  done  in  Quincy.    She  revisited 
the  schools  several  tmies,  and  wrote  down  what  she  saw  ;  then 
the  book  was  made. 

1.  This  book  presents  the  actual  practice  in  the  schools  of 
Quincy.    It  is  composed  of  "  pen  photographs." 

2.  It  gives  abundant  reasons  for  the  great  stir  produced  by 
the  two  words  *'  Quincy  Methods."  There  are  reasons  for  the 
discussion  that  has  been  going  on  among  the  teachers  of  late 
years. 

3.  It  gives  an  insight  to  principles  underlying  real  educa- 
tion as  distinguished  from  book  learning. 

4.  It  shows  the  teacher  not  only  what  to  do,  but  gives  the 
way  in  which  to  do  it. 

5.  It  impresses  one  with  the  spirit  of  the  Quincy  schools. 

6.  It  shows  the  teacher  how  to  create  an  atmosphere  of  hap* 
piness,  of  busy  work,  and  of  progress. 

7.  It  shows  the  teacher  how  not  to  waste  her  time  in  worry 
ing  over  disorder. 

8.  It  tells  how  to  treat  pupils  with  courtesy,  and  get  cour- 
tesy back  again. 

9.  It  presents  four  years  of  work,  considering  Number, 
Golor,  Direction,  Dimension,  Botany,  Minerals,  Form,  Lan- 
guage, Writing,  Pictures,  Modelling,  Drawing,  Singing, 
Geography,  Zoology,  etc.,  etc. 

10.  There  are  6b6  pages;  a  large  book  devoted  to  the  realities 
of  school  life,  in  realistic  descriptive  language.  It  is  plain, 
real,  not  abstruse  and  uninteresting. 

11.  It  gives  an  insight  into  real  education,  the  educatiop 
urged  by  Pestalozzi,  lYoeb^  Maim«-Page,  Parker,  etc. 


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E.  L.  KELLOOG  &  CO.,  NEW  YORK  &  CHICAGO.   3r 


Reception  Day,    6  S^os, 

A  collection  of  fresh  and  original  dialogues,  recitations,  decla- 
mations, and  short  pieces  for  practical  use  in   Public  and 
Private  Schools.     Bound  in  haDdsome  new  paper  cover,  16U 
pages  each,  printed  on  laid  paper.     Price,  30  cents  each;  ic 
teachers,  24  cents;  by  mail,  3  cents  extra. 
The  exercises  in  these  books  bear  upon  education;  have  a  rela 
tion  to  the  school-room. 
1.  The  dialogues,  recitations,  and  declamations  gathered  in 

this  volume  being  fresh,  short, 
I  and  easy  to  be  comprehended,  are 
well  fitted  for  the  average  scholars, 
of  our  schools, 

2.  They  have  mainly  been  used 
by  teachers  for  actual  school 
exercises. 

3.  They  cover  a  different  ground 
from  the  speeches  of  Demosthenes 
and  Cicero — which  are  unfitted 
for  boys  of    twelve    to    sixteen 

■J  years  of  age. 

4.  They  have  some  practical  in- 
terest for  those  who  use  them. 

5.  There  is  not  a  vicious  sen- 
tence uttered.  In  some  dialogue 
books  profanity  is  found,  or  dis- 
obedience to  parents  encouraged, 
or  lying  laughed  at.  Let  teachers 
look  out  for  this. 

6.  There  is  something  for  the 
New  Cover.                    youngest  pupils. 

7.  "Memorial  Day  Exercises"  for  Bryant,  Garfield,  Lincoln, 
etc.,  will  be  found. 

8.  Several  Tree  Planting  exercises  are  included. 

9.  The  exercises  have  relation  to  the  school-room,  and  bear 
upon  education. 

10.  An  important  point  is  the  freshness  of  these  pieces.  Most 
of  them  were  written  expressly  for  this  collection,  and  can  be 
found  nowhere  else. 

Boston  Journal  of  Education— "  It  is  of  practical  value." 
Detroit  Free  Press.—"  Suitable  for  public  and  piivate  schools." 
Western  Ed.  Journal.— "  A  series  of  very  good  selectjous," 


oi 


SEND  ALL  ORDERS  TO 

J3.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


WHAT  EACH    NUMBER   CONTAINS. 


No.  1 

Is  a  specially  fine  number.    One  dia- 
logue in  it,  called  '*  Work  Conquers," 
for  11  girls  and  6  boys,  has  been  given 
hundreds  of  times,  and  is  alone  worth 
the  price  of  the  book.    Then  there 
are  21  other  dialogues. 
29  Recitations. 
14  Declamations. 
17  Pieces  for  the  Primary  Class. 

No.  2  Contains 

•-JO  Recitations. 
12  Declamations. 

17  Dialogues. 

;24  Pieces  for  the  Primary  Class. 
And  for  Class  Exercise  as  follows: 
The  Bird's  Party. 
Indian  Names. 
Valedictorj-. 
Washington's  Birthday. 
Garfield  Memorial  Day. 
Grant  "  " 

Whittier        "  " 

Sigourney      "  " 

No.  3  Contains 

Fewer  of  the  longei-  pieces  and  more 
of  the  shorter,  as  follows  : 

18  Declamations. 

21  Recitations. 

22  Dialogues. 

24  Pieces  for  the  Primary  Class. 
A  Christmas  Exercise. 
.  Opening  Piece,  and 
An  Historical  Celebration. 


No.  4  Contains 

Campbell  Memorial  Day. 
Longfellow  "  " 

Michael  Angelo  "  " 

Shakespeare       "  *' 

Washington        "         " 
Christmas  Exercise. 
Arbor  Day         " 
New  Planting    " 
Thanksgiving    " 
Value  of  Knowledge  Exercise. 
Also  8  other  Dialogues. 
21  Recitations. 

23  Declamations, 

No.  5  Contains 

Browning  Memorial  Day. 
Autumn  Exercise. 
Bryant  Memorial  Day. 
New  Planting  Exercise. 
Christmas  Exei-cise. 
A  Concert  Exercise, 

24  Other  Dialogues. 
Ifi  Declamations,  and 
30  Recitations. 

No.  6  Contains 
Spring;    a  flower  exercise  for  very 

young  pupils. 
Emerson  Memorial  Day. 
New  Year's  Day  Exercise. 
Holmes'  Memorial  Day. 
Fourth  of  July  Exercise. 
Shakespeare  Memorial  Day. 
Washington's  Birthday  Exercise. 
Also  6  other  Dialogues. 
6  D-^damations. 
41  Recitations. 

15  Recitations  for  the  Primarj'  Class. 
And  4  Songs. 


Our  Reception  Day  Scries  is  not  sold  largely  by  booksellers, 
who,  if  lliey  do  not  keep  it,  try  to  have  you  buy  something  else 
similar,  but  not  so  good.  Therefore  send  direct  to  the  publishers, 
b}'^  mail,  the  price  as  above,  in  stamps  or  postal  notes,  and  your 
order  will  be  filled  at  once.     Discount  for  quantities. 


SPECIAL  OFFER. 

If  ordered  at  one  time,  we  will  send  postpaid  the  entire 
6  Nos.  for  $1.40,    Kote  tlie  reduction. 


SKXI>  Al.t,  OIlDEnS   TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO.  45 


Teachers  Manuals  Series. 


Each  is  printed  in  large, 


clear  type,  on  good  paper.  Paper 
cover,  price  15  cents;  to  Uach- 
ers,  13  cents;  by  mail,  1  cent 
extra. 

There  is  a  need  of  small  vol- 
umes— "  Educational  tracts,"  that 
teachers  can  carry  easily  and  study 
as  they  have  opportunity.  The 
following  numbers  have  been  al- 
ready published. 

It  should  be  noted  that  while 
our  editions  of  such  of  these  little 
books  that  are  not  written  specially 
for  this  series  are  as  low  in  price 
as  any  other,  the  side-heads,  top- 
ics, and  analyses  inserted  by  the 
editor,  as  well  as  the  excellent 
paper  and  printing,  make  them 
far  superior  in  every  way  to  any 
other  edition. 

J.  G.  Fitch,  Inspector  of  the  We  would  suggest  that  city  super- 

Training  Colleges  of  England,      intendents  or  conductors  of  institutes 

mpply  each  of  their  teaches  with  copies  of  tliese  little  books.    &pecia\. 

rates  for  quantities. 

No,  I.    Fitch's  Art  of  Questioning, 

By  J.  G.  Fitch,  M.A.,  author  of  "  Lectures  on  Teaching."    38  pp. 
Already  widely  known  as  the  most  useful  and  practical  essay  on  this  most 
important  part  of  the  teachers'  lesson-hearing. 

No,  2,    Pitch's  Art  of  Securing  Attention, 

By  J.  G.  Fitch,  M.  A.    39  pp. 

Of  no  less  value  than  the  author's  "  Art  of  Questioning." 

No,  J.    Sidgwick's  On  Stimulus  in  School, 

By  Arthur  Siugwick,  M.A.    43  pp. 

"  How  can  that  dull,  lazy  scholar  be  pressed  on  to  work  up  his  lessons 
7.  ith  a  will?"    This  bright  essay  will  tell  how  it  can  be  done. 

No,  4,     Yonge's  Practical  Work  in  School. 

By  Charlotte  M.  Yonge,  author  of  "  Heir  of  Redclyffe,"    35  pp. 
All  who  have  read  Miss  Yonge's  books  will  be  glad  to  read  of  her  vie«3 
.'»n  School  Work. 

No,  5.     Fitch' s  Improvement  in  the  Art  of  Teaching, 

By  i.  G.  Fitch,  IM. A.    t?5  pp. 

This  thouerhtful.  earnest  essay  will  bring  courage  and  help  to  m.'iiiy  a 
teaclier  who  is  struggling  to  do  better  work.  It  include^  a  course  of  t?ludv 
it;f  f  civcbers'  TraJuin^  Class^§. 


SEND  ALL  ORDERS  TO 

^C   E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 
No.  6.     Gladstone's  Object  Teaching, 

Bj  J.  H.  Gladstone,  of  the  London  (Eng.)  School  Board.    25  pp. 
A  short  manual  full  of  practical  suggestions  on  Object  Teaching. 

No,  7.     Huntington' s  Unconscious  Tuition, 

Bishop  Huntington  nas  placed  all  teachers  under  profound  obligations  to 
him  by  writing  this  work.  The  earnest  teacher  has  felt  its  earnest  spirit, 
due  to  its  interesting  discussion  of  the  foundation  principles  of  education. 
It  is  wonderfully  suggestive. 

No,  8,    Hughes'  How  to  Keep  Order. 

By  James  L.  Hughes,  author  of  "  Mistakes  in  Teaching." 
Mr.  Hughes  is  one  of  the  few  men  who  know  what  to  say  to  help  a  young 
teacher.     Thousands   are  to-day  asking,   "  How  shall  we   keep   order  ?" 
Thousands  are  saying,  "  I  can  teach  well  enough,  but  I  cannot  keep  order." 
To  such  we  recommend  this  little  book. 

No,  g.    Quick's  How  to  Train  the  Memory. 

By  Rev.  R.  H.  Quick,  author  of  "  Educational  Reformers." 
This  book  comes  from  school-room  experience,  and  is  not  a  matter  of 
theory.  Much  attention  has  been  lately  paid  to  increasing  the  power  of 
memory.  The  teacher  must  make  it  part  of  his  business  to  store  the 
memory,  hence  he  must  know  how  to  do  it  properly  and  according  to  the 
laws  of  the  mind. 

No,  10,    Hoffman's  Kindergarten  Gifts. 

By  Heinrich  Hoffman,  a  pupil  of  Kroebel. 

The  author  sets  forth  very  clearly  the  best  methods  of  using  them  for 
training  the  child's  senses  and  power  of  observation. 

No,  II,    Sutler' s  Argument  for  Manual  Training, 

By  Nicholas  Murray  Butler,  Pres.  of  N.  Y.  College  for  Training  of 
Teachers. 
A  clear  statement  of  the  foundation  principles  of  Industrial  Education. 

No.  12,    Groff's  School  Hygiene, 

By  Pres.  G.  G.  Groff,  of  Bucknell  University,  Pa. 

No.  /jj.    McMurry's  How  to  Conduct  the  Recitation. 

By  Chas.  McMurry,  Prof,  in  State  Normal  School,  Winona,  Minn. 

In  34  pp.  is  explained  the  ideas  of  the  Hubart  school  of  educators  as  re- 
gards class  teaching.  These  are  now  acknowledged  to  be  the  scientific 
method.  Grub6's  plan  for  teaching  primary  arithmetic  is  in  the  same  line. 

No.  I4.    Carter's  Artificial  Production  of  Stupidity 

IN  Schools.    By  R.  Brudenell  Carter,  F.  R.  S. 

This  celebrated  paper  has  been  so  often  referred  to  that  we  reprint  it 
in  neat  form,  with  side-headings.    49  pp. 

No.  75.    Kellogg' s  Festalo:[{i : 

His  Educational  Work  and  Principles.  By  Amos  M.  Kellogg,  editor 
of  the  School  Journal.    29  pp. 

A  clear  idea  is  given  in  this  book  of  what  this  great  reformer  and  dis- 
coverer in  education  thought  and  did.  His  foundation  principles  ar© 
made  specially  prominent. 

No.  16.    Langs  Basedow, 

3:3  pp.    Same  price  as  above. 

No    ly.    Langs  Comenius. 

8,y  OssiAN  H.  JjAnq.    3«  pp.    Same  price  as  ^.bove. 


UNIVERSITY    OF   CALIFORNIA    LIBRARY 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


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MAR  5 '69 -5  PM 

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AUG  31  1915 


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